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IMPROVING STUDENTS’ MOTIVATION IN
READING COMPREHENSION BY USING MULTIPLE
INTELLIGENCES STRATEGIES
(A Classroom Action Research at Grade VIII G Students of SMP
Negeri 1 Alian, Kebumen in the Academic Year of 2012/2013)
a final project
submitted in partial fulfillment of the requirements
for degree of Sarjana Pendidikan
in English
by
Nur Hasanah
2201409067
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2013
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APPROVAL
This final project was approved by the Board of Examiners of the English
Department of the languages and Arts Faculty of Semarang State University on
July 12, 2013.
Board of Examiners
1. Chairman
Drs. Syahrul Syah Sinaga, M.Hum.
NIP.196408041991021001
___________________
2. Secretary
Dr. Rudi Hartono, M. Pd
NIP. 196909072002121001
___________________
3. First Examiner
Drs. Amir Sisbiyanto, M. Hum
NIP. 195407281983031002
___________________
4. Second Examiner/Second Advisor
DwiAnggara A., S.S, M.Pd
NIP.197111232002122001
___________________
5. Third Examiner/First Advisor
Dr. Dwi Anggani L. B., M.Pd
NIP.19590114198901 2 001
_____________________
Approved by:
The Dean of the Faculty of Languages and Arts
Prof. Dr. Agus Nuryatin, M.Hum.
NIP. 196008031989011001
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DECLARATION OF ORIGINALITY
I, NurHasanah, hereby declare that this final project entitled “Improving Students’
Motivation in Reading Comprehension by Using Multiple Intelligences
Strategies(A Classroom Action Research at Second Graders of SMP N 1 Alian,
Kebumen)” is my own work and has not been submitted in any form from another
degree or diploma at any university or other institute of tertiary education.
Information derived from the published and unpublished work of others has been
acknowledged in the text and a list of references is given in the bibliography.In
case any violation against the convention of scientific writing, I will be
responsible to accept any form of sanction.
Semarang, July 12, 2013
NurHasanah
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MOTTO
Indeed the only guidance is Allah’s Guidance (Qur’an, 6:71)
DEDICATION
This final project is dedicated to my beloved family:
My parents : Hj. SitiRofingah and H. Tuja Hartono
My Siblings : Mas Teguh and Mba Indah
Mas Sahid and MbaUmi
Yu Asih and Mas Khumaid
Mas Arbi and Ka Ray
Yu Janah and Mas Irul
My Nieces : Hanna, Najma, Nissa, Ray, Icha, Sarah
My Nephews : Naufal, Umar, Yassar
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ACKNOWLEDGEMENT
First and foremost, I would like to express my gratitude to Allah SWT, the
Almighty for the endless blessing and mercy given to me in every single of my
life, seconds, for the health and power, so I could finally complete my final
project entitled “Improving Students’ Motivation on Reading Comprehension by
Using Multiple Intelligences Strategies (An Action Research of the Second
Graders of Junior High School1 Alian, Kebumen)”.
I also would like to express my deepest appreciation and thank to Dr.
DwiAngganiLinggarBharati, M. Pd., my first advisor and DwiAnggaraAsianti, S.
S., M. Pd., my second advisor who have given guidance, corrections, suggestions,
and encouragements from the beginning in making and completing my final
project.
My gratitude goes to all the lecturers of the English Department of
UNNES who has been teaching and sharing their knowledge since I began my
study at UNNES. Then, to the principal of SMP Negeri 1 Alian, Drs. Suharsono,
for having permitted me to conduct my study in the school, as well as the English
teachers of the VIII G class Suryani, S.Pd. who always gives advice and helps in
doing this study. My appreciation also goes to the students of VIII G class for
their cooperation in this study.
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I also would say special appreciation to my father, Tuja Hartono and my
mother SitiRofingah who always support, pray, and give an advice in every step
of my way. My brothers, Mas Teguh, Mas Sahid, Mas Arbi, Mas Khumeid, and
Mas Irul and also My Sisters, Yu Asih, Yu Jannah, Mba Indah, MbaUmi and Ka
Ray, who never give up to support any decision and give suggestion for my
betterment in my life and motivate me to complete my final project. Then, all of
my nephews and my nieces who always give your cheeriness to me, I love you,
Kids.
My thanks also go to my special friend Candra and all my best
friendsRega, Sheila, Zaki, Firman, and Ariswho always belong to every single
adventure that I got in thelast 3 years, for sharing ideas with me and having
unforgettable moments during our togetherness and all of ESA 2009’s stake
holders, who always become my great partner. Thank you so much for all the
things that you have given guys, love you always.
The last but not the least, I realize that this final project is still far from being
perfect. Thus, I would like to expect any suggestions for the improvement of it. I
hope this final project will be useful for all the readers.
Semarang, July 12, 2013
Nur Hasanah
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ABSTRACT
Hasanah, Nur. 2013. “Improving Students’ Motivation on Reading
Comprehensionby Using Multiple Intelligences Strategies(A Classroom
Action Research at Second Graders of SMP N 1 Alian, Kebumen)”.Final
Project, English Department, Faculty of Languages and Arts, Semarang
State University. First advisor: Dr. Dwi Anggani Linggar Bharati, M. Pd.
Second Advisor: DwiAnggaraAsianti, S. S., M. Pd.
Keywords : Multiple Intelligences Strategies, Students’ Motivation,
Reading Comprehension.
The study discusses about improving students’ motivation on reading
comprehension by using Multiple Intelligences strategies. The objectives of the
study are explaining 1) the problems faced by the eight graders of SMP N 1 Alian,
Kebumen in reading comprehension, 2) the implementation of Multiple
Intelligences strategies in motivating reading comprehension for the eight graders
of SMP N 1 Alian, Kebumen, 3) how Multiple Intelligences strategies improve
the motivation of the eight graders of SMP N 1 Alian, Kebumen in reading
comprehension.
In order to achieve the objectives, the researcher held an action research at
SMP N 1 Alian, Kebumen on 16th
of March- 9th
April 2013. There were 2 cycles
in which 2 meetings held for each cycle. The subject of the study is the second
graders of SMP N 1 Alian, Kebumen. The numbers of population are 32 students.
The instruments used were observation sheet, questionnaire, and CARI.
The result of the study is the problem in motivating students to read. This
can be solved by using Multiple Intelligences strategies which combine students’
intelligences with fun learning activities by Multiple Intelligence instruction.
Based on the questionnaire, all of the students said that the strategies used were
interesting. In line with the questionnaire result, the observation sheet also showed
excellent result on students’ study habits. There was improvement on students’
comprehension, it can be seen from the mean of CARI I which was 89.06 point
and CARI II which was 95.6 point.
In this study, I suggest that the teachers should be able to use the Multiple
Intelligences strategies as an alternative in motivating students and creating
enjoyable learning experiences.
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TABLE OF CONTENTS
APPROVAL .......................................................................................................... ii
STATEMENT OF ORIGINALITY ...................................................................... iii
MOTTO AND DEDICATION ............................................................................. iv
ACKNOWLEDGMENT ....................................................................................... v
ABSTRACT ....................................................................................................... vii
TABLE OF CONTENTS ....................................................................................viii
LIST OF APPENDICES .....................................................................................xii
LIST OF FIGURES ............................................................................................xiii
LIST OF TABLES ..............................................................................................xiv
CHAPTER
I INTRODUCTION
1.1 Background of the Study ......................................................................... 1
1.2 Reasons for Choosing the Topic .............................................................. 4
1.3 Research Problems .................................................................................... 4
1.4 Objectives of the Study ............................................................................ 5
1.5 Significance of the Study ......................................................................... 5
1.6 Definition of Terms ................................................................................... 6
II REVIEW OF RELATED LITERATURE
2.1 Review of Previous Study ........................................................................ 7
2.2 Review of Theoretical Study ..................................................................... 9
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2.2.1 Multiple Intelligences .............................................................................. 9
2.2.1.1General Concept of Multiple Intelligences ................................................ 10
2.2.1.2 Principles of Multiple Intelligences .......................................................... 13
2.2.2 Current Curriculum ................................................................................... 14
2.2.2.1 School Based Curriculum ......................................................................... 15
2.2.3 Teaching and Learning in the Junior High School.................................... 15
2.2.4 Definition of Reading ................................................................................ 16
2.2.4.1 Reading Motivation ................................................................................... 17
2.2.4.2 Reading Comprehension ........................................................................... 18
2.2.5 The Process of Implementing Multiple Intelligences
in Language Teaching .............................................................................. 18
2.2.6 Action Research ........................................................................................ 22
2.2.6.1 Theoretical Foundation of Action Research ............................................. 23
2.2.6.2 Goals of Action Research.......................................................................... 24
2.2.6.3 Process of Action Research ....................................................................... 25
2.3 Theoretical Framework ............................................................................. 27
III METHODS OF INVESTIGATION
3.1 Subject of the Study .................................................................................. 30
3.2 Research Design ........................................................................................ 30
3.2.1 Preliminary Study ..................................................................................... 31
3.2.2 Cycle 1 ...................................................................................................... 31
3.2.3 Cycle 2 ....................................................................................................... 33
3.3 Instruments of Data Collection ................................................................. 34
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3.4 Procedures of Data Collection ................................................................... 37
3.4.1 Preparation Phase ...................................................................................... 37
3.4.2 Action Phase .............................................................................................. 37
3.4.2.1 Cycle 1 ....................................................................................................... 37
3.4.2.2 Cycle 2 ....................................................................................................... 39
3.5 Prosedures of Analyzing Data ................................................................... 40
IV RESULTS, ANALYSIS AND DISCUSSION
4.1 Results and Analysis ofThe Research ....................................................... 43
4.1.1 Preliminary Study ..................................................................................... 43
4.1.2 Cycle 1 ...................................................................................................... 44
4.1.2.1 Observation .............................................................................................. 46
4.1.2. 2 Reflection ................................................................................................. 49
4.1.3 Cycle 2 ...................................................................................................... 50
4.1.3.1 Observation ............................................................................................... 51
4.1.3.2 Reflection .................................................................................................. 55
4.2 Students Reading Comprehension ............................................................ 55
4.2.1 Cycle 1 Test ............................................................................................... 55
4.2.2 Cycle 2 Test ............................................................................................... 56
4.3 Analysis of Questionnaire ......................................................................... 57
4.4 Discussion ................................................................................................. 58
4.4.1 The strengths of Multiple Intelligences Strategies .................................... 60
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V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ................................................................................................ 63
5.2 Suggestions ................................................................................................ 64
BIBLIOGRAPHY ............................................................................................... 65
APPENDICES ................................................................................................... 67
xii
LIST OF APPENDICES
Appendix Page
1 SuratKeputusanPenetapanPembimbing .................................. 67
2 SuratIjinObservasi ................................................................... 68
3 SuratPermohonanIjinPenelitian............................................... 69
4 SuratKeteranganTelahMelaksanakanPenelitian ...................... 70
5 Students’ Attendance List ....................................................... 71
6 Lesson Plan Meeting 1 ............................................................ 72
7 Lesson Plan Meeting 2 ............................................................ 78
8 Lesson Plan Meeting 3 ............................................................ 84
9 Lesson Plan Meeting 4 ............................................................ 93
10 CARI Scoring Table ................................................................ 99
11 Observation Sheet Meeting 1 .................................................. 100
12 Observation Sheet Meeting 2 .................................................. 101
13 Observation Sheet Meeting 3 .................................................. 102
14 Observation Sheet Meeting 4 .................................................. 103
15 Questionnaire .......................................................................... 104
16 Documentations ..................................................................... 136
xiii
LIST OF FIGURES
Figure Page
2.1 Action Research Model...........................................................27
2.2 Theoretical Framework of The Reseach ................................. 28
4.1 Diagram of Improvement on Students’ Motivation ................ 59
xiv
LIST OF TABLES
Table Page
3.1 Reference of Descriptive Analysis .......................................... 42
4.1 Observation Result of Cycle 1 ................................................ 48
4.2 Observation Result of Cycle 2 ................................................ 54
4.3 Students’ Result on CARI I .................................................... 56
4.4 Students’ Result on CARI 2 .................................................... 56
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CHAPTER I
INTRODUCTION
This chapter discusses background of the study, reasons for choosing the topic,
research problems, objectives of the study, significances of study, and definition
of terms.
1.1 Background of the Study
English is one of the foreign languages taught in Indonesia. It is taught from the
kindergarten until university levels. The goal of the teaching English is to develop
students’ communicative competence and skills. The ability to communicate is
realized into four language skills; namely listening, speaking, reading, and writing
which are used to reach the literacy and supporting the competence.
In teaching English, the teachers must find some problems. Identifying this
phenomenon, a preliminary study at eight graders of SMP N 1 Alian, Kebumen
was held. From the observation, I noticed that the students were less motivated in
the learning process. When I observed the class that was taught reading, the
teacher just asked the students to read the text by their own. In addition, the
classroom situation was not alive during the teaching and learning process. Most
of the students did not actively participate in class discussion and they were not
active to respond the teacher’ questions. Moreover, they were afraid to ask the
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teacher about the difficulties in reading, and even some of the students did not
read the text and had their own conversation.
Based on my observation, I also noticed that the eighth graders of SMP N 1
Alian, Kebumen had difficulties to comprehend and understand the content of the
reading text. When their understanding were checked by the teacher after reading
time, the students could not answer because they did not get the point of what they
read in advance, even the particular information from the text.
Therefore, it is clear that the teacher has a job to find an appropriate way to
make students get the knowledge or comprehend the text. It is needed a strategy
which is used to improve students reading comprehension and enjoy their reading
class, so they will be more aware of the importance of reading, not only for
education side but also for their daily life. Students will read more effectively
when they have known the importance of learning reading.
A research done by Goodland in Armstrong (2000:76) shows the facts that
first is almost 70% classroom-time are used by the teachers to stand in front of the
class explain the material and second is the teachers give a written task for
students. Another fact, many classrooms are built just to make the students able to
fulfill the indicators of the learning that measured by the cognitive test without
considering the students’ feeling during learning process. So the students just act
as a robot. Moreover, the students are treated in the same way; even they have
different characteristics in accepting the knowledge. In this kind of classroom
atmospheres, students will easily feel bored and it will kill their potencies. Many
strategies and concepts are offered in the education field to vary the learning
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process in the classroom to minimize the teacher centered classroom and realize
students’ potencies.
Today’s ideas of education focus on learner autonomy. Students are
supposed to be responsible for their own learning and should be aware to their
strengths and weaknesses. Multiple Intelligences theory is one of the theories in
the field of education nowadays introduced by Gardner. In the theory, Gardner in
Abdulkader (2009:4) rejects the notion of single intelligence; there are a lot of
human abilities called “Human Intelligences”. Gardner’s ideas show us that
students may learn in different way. Therefore it is necessary to have a variety
approach and activities.
Based on the description above, the Multiple Intelligences strategies are
assumed to help the students in learning process. This theory is recommended to
be used in the classroom because these strategies use various activities. In
addition, an approach that considers the students’ intelligences is used in their
learning process so that the activities can meets the need of each student in fun
learning.
In reading class, the Multiple Intelligences strategies are used to improve
students’ motivation in reading comprehension. Therefore, an action research will
be done to implement Multiple Intelligences strategies to develop the students’
reading motivation. In general, this action research study is designed and
implemented to determine and to better understand learner-centered instruction
from the perspective of Multiple Intelligences. The purpose of this study are to
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identify, record, and promote the applications of Multiple Intelligences theory
in foreign language or second language classrooms.
1.2 Reasons for Choosing the Topic
The topic of this final project primarily deals with the implementation of Multiple
Intelligences strategies in improving students’ motivation in reading
comprehension. I have chosen this topic because of some reasons. In the first
instance, the classroom condition, meaning that the learning process in some
schools are still teacher centered. Thus, the students do not enjoy the learning
process. By using the Multiple Intelligences strategies that employs some
activities, it involves the students.
Second, sometimes reading class just focuses on reading a text and doing a
task. That monotonous activity makes the students feel bored. Therefore, Multiple
Intelligences strategies can vary teaching reading. Third, reading is useful for
language acquisition, so they will get information from language product through
reading. At last, there still few of research dealing with this topic. Therefore, by
conducting this research I will find out the implementation of Multiple
Intelligences strategies and its advantages.
1.3 Research Problems
The problems that will be discussed in this study are:
1) What problem is faced by eight graders of SMP N 1 Alian, Kebumen in
reading comprehension?
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2) How can Multiple Intelligences strategies be implemented in motivating
reading comprehension for eight graders of SMP N 1 Alian, Kebumen?
3) How can the Multiple Intelligences strategies improve the motivation of eight
graders of SMP N 1 Alian, Kebumen in reading comprehension?
1.4 Objectives of the Study
The objectives of the study are:
1) To explain the problem faced by eight graders of SMP N 1 Alian, Kebumen
in reading comprehension.
2) To explain the implementation of Multiple Intelligences strategies in
motivating reading comprehension for eight graders of SMP N 1 Alian,
Kebumen.
3) To explain how Multiple Intelligences strategies improve the motivation of
eight graders of SMP N 1 Alian, Kebumen in reading comprehension.
1.5 Significance of the Study
The researcher hopes that the result of the study will give some information to the
readers about the implementation of Multiple Intelligences strategies in teaching
English lesson classroom. In general, the significances of this study are divided
into three parts.
1) Theoretically
The result of the study can describe the implementation of Multiple Intelligences
strategies in teaching English especially in reading.
2) Pedagogically
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The writer expects that the result of the study would be very useful for the
teachers in junior high schools as a reference in providing students with a variety
of activities to explore their intelligences in English classes in order to facilitate
students’ learning and help them to achieve their needs and the objectives of the
lesson.
3) Practically
The study will give information about implementation of Multiple Intelligences
strategies to motivate eight graders of SMP N 1 Alian, Kebumen in reading.
1.6 Definition of Terms
To avoid wrong definitions about the main problems, it is necessary to give an
explanation of some significant words in this research:
1) multiple intelligences strategies
According to Gardner on thirteen.com, an intelligence is an ability to solve the
problems, to create products that are valued within one or more cultural settings.
2) reading comprehension
Comprehend based on Hoover and Tuner on Urquhart and Weir (1998) is to
extract complete meanings from presented material.
3) reading motivation
Vacca and Vacca (2009) state motivation is activating students’ interest in the text
reading.
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CHAPTER II
METHOD OF INVESTIGATION
The main discussion of the study is the implementation of multiple intelligences
strategies to improve the students’ motivation on reading comprehension. This
chapter gives the relevant theories related to that concern of the study. The
relevant theories are consisting of review of previous study, review of theoretical
study, and theoretical framework.
2.1 Review of Previous Study
The description of previous studies findings that support the study are as
following:
First, a research was done by Utami (2012) with her study entitled “The Use
of Comic “Naruto” to Improve Reading Comprehension (An Action Research to
The Sixth Graders of SDN 01 Sekaran in Academic Year 2011/2012)”. She
concluded that teaching of reading comprehension by using comic “Naruto” can
be applied to increase the students’ interest in reading. In my opinion, teaching by
using comic as media can interest the young learners because of it is a kind of
visual aid.
Second, Yuniawati (2011) with her study entitled “Improving the Students’
Reading Comprehension through Authentic Text (An Action Research to The
Tenth Grade of SMA N 14 Semarang in Academic Year 2010/2011)”. She
concluded that authentic text can be used as supporting material in teaching
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reading comprehension. It also describes how the use of authentic text could
change the habit of the students in reading comprehension and could improve the
students reading comprehension. According to my opinion, it can be stated that
authentic text is good material for teaching reading because the text is up to date
so the students will interest to read the text.
Third, Kusumaningrum (2010) with the study entitled “The Use of Preview,
Question, Read, Self-Recite, Test (PQRST) technique in Teaching Reading
Comprehension of News Item Text (A Case Study of Grade X Students of SMA N 2
Ungaran in Academic Year 2009-2010)”. The aims of the study were to explain
the implementation of PQRST technique to teach news items text and to explain
on what extent the use of PQRST technique to improve the reading
comprehension.
Fourth, Purnaningsih (2008) with her study entitled “The Effectiveness of
Jigsaw Technique to Teaching Reading (The Case Study of Fifth Graders of SDN
Ngadirejo 03 Mijen, Semarang in Academic Year 2007-2008)”. She concluded
that there is significant difference of study reading achievement between those
who were taught using Jigsaw technique and those who were taught using regular
technique. In my opinion, Jigsaw is an effective technique to teach reading
because she was able to show the improvement of the students’ achievement in
reading using this technique.
All of the previous studies discussed about the way to get the better reading
achievement. However, in learning process, it should be not only underscores the
importance the students’ growth in conceptual knowledge but also the students’
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motivation in learning. Therefore, in this research, I would use the Multiple
Intelligences strategies to motivate the students to read that have not been raised
in the previous research yet.
2.2 Review of Theoretical Study
This section consists of review of relevant theories which consist of definition of
Multiple Intelligences, current curriculum, school based curriculum, teaching and
learning English in Junior High School, definition of reading, reading motivation,
reading comprehension, the process of implementing Multiple Intelligences in
language teaching, and definition of action research.
2.2.1 Multiple Intelligences
The theory of Multiple Intelligences, first was introduced by Gardner, explains the
concept of intelligence that there is no general intelligence, but rather that each
person has at least eight distinct intelligences which can be developed throughout
his/her lifetime.
Gardner in Chatib (2011:80) believed that people have different
combinations of intelligences which work together and make individuals different.
But in educational field, Gardner mentioned that today schools and culture focus
most attention on linguistic and logical-mathematical intelligences and ignore
other intelligences. He claimed that schools should also place equal attention on
those who show gifts in the other intelligences to enrich the world.
According to Mindy, et al in Xie and Lin, (2009:107), multiple intelligences
theory asserts some aspects, they are: first is every person has all eight
intelligences. Second, the majority of the people can develop the intelligences to
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fully competent levels; third, people with more intelligence usually operate in
more complicated ways and the last, each of intelligence can be expressed through
a variety of ways.
2.2.1.1 General Concept of Multiple Intelligences
Gardner in Armstrong (2005:19) defines intelligence as an ability to solve the
problems and create the product with the culture value. After researching some
kind of abilities, competencies, and skills used in the whole world, Gardner
advocates that there are at least eight intelligences that need to be considered:
Linguistic is the potential to use language, as used in reading, writing,
telling stories, memorizing dates, and thinking in words. In the daily life,
according to Armstrong (2005:19), this intelligence can be used to communicate
by speaking, listening, reading and writing. According to Kirshenbaum in Jasmine
(2007:18) people who have high linguistics intelligence can grow and develop
well in academic stereotypical atmospheres that depends on listening the lecture,
taking notes, and traditional paper-test.
Lwin, et al (2008:12-15) adds that people who have this intelligence
develop the language sensitivity and easily manipulate the structure and its syntax
to fit in every need. The important thing of them is they use the language to gain
the communicative aims that they want. People who have high linguistic
intelligence will easily learn foreign languages.
Logical-mathematical is the potential for understanding cause and effect
and for manipulating numbers, quantities, and operations, as used in math,
reasoning, logic, problem solving, and recognizing patterns. Lwin, et al (2008:43)
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states that the logical concept explains how an argumentation being structured,
evidence, and a requirement being stated and a conclusion made. In addition,
Mirzazadeh (2012:67) adds that logical-mathematical represents the skill to use
numbers effectively and reason well.
Spatial is the potential for representing the spatial world internally in
one’s mind as used in reading maps and charts, drawing, solving mazes and
puzzles, imagining and visualizing. Based on Armstrong (2005:20) this
intelligence involves the ability to visualize picture inside the brain and create or
explore in 2D or 3D forms. Lazear in Jasmine (2007:22) adds the spatial
intelligence often is figure out by imagining and having a role.
Kinesthetic is the potential for using one’s whole body or parts of the
body, as used in athletics, dancing, acting, crafting, and using tools. According to
Jasmine (2007:25) people who have high kinesthetic intelligence are more
comfort to communicate the information by demonstrating or modeling.
Armstrong (2000:3) adds that this intelligence involve the specific physic abilities
like coordination, balance, skill, strength, pliancy, speed, ability to respond the
stimulus (proprioceptive) and something relate to contact (tactile and haptic).
Musical is the potential for thinking in music; for hearing, recognizing, and
remembering patterns, as used in singing, identifying sounds, and in remembering
melodies and rhythms. Musical Intelligence (music smart), based on Carlson
(1997:12), is the capacity to think in music, to be able to hear patterns, recognize
them, and perhaps manipulate them. Jasmine (2007:22) adds the people who have
musical intelligence are very sensitive with sound.
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Interpersonal is the potential for working with others, as used in
understanding people, leading and organizing others, communicating, resolving
conflicts, and selling. Interpersonal intelligence is not born with us but something
that has to be built as the other intelligences as Lwin, et al (2008:197) explain this
kind of intelligence allows us to build good relationship, influence, and leadership
with the society. Jasmine (2007:26) states people who have this intelligence like
and enjoy working collaboratively or in group. Interpersonal intelligence based on
Armstrong (2000:4) can be said as ability to percept and differentiate the other’s
feeling and motivation.
Intrapersonal is the potential for understanding ourselves, as used in
understanding self, recognizing one’s own strengths and weaknesses, and setting
personal goals. Carlson (1997:13) explains the intrapersonal intelligences as self
smart refers to” having an understanding of yourself, of knowing who you are,
what you can do, what you want to do, how you react to things, which things to
avoid, and which things to gravitate toward”. The people who have high
intrapersonal intelligence have high self confident and independent as Jasmine
(2007:28) states “they like to work individually because they have high self
confident”. Lwin, et al (2008:233) argues that the high intrapersonal intelligence
people are become thinker that shown by what they do and always make self
introspection.
Naturalistic is the potential for discriminating among plants, animals,
rocks, and the world around us, as used in understanding nature, making
distinctions. According to Armstrong (2000:4), this intelligence shows the
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sensitivity to the natural phenomena. People who have high natural intelligence
like having activities outside rather than inside the house as Armstrong (2005:36)
says:
“Children who have high competence in this intelligence are the nature
lover. They are like outside more than inside activity, in forest, hiking, gather the
flowers, stones rather that trapped in the school or home to do their homework in
writing. Some of the children have better relation with animal than with other
children.”
Based on the previous explanation, the multiple intelligences exist in
everyone even some intelligence is more significance in the development rather
than the others. Sylvester in Jasmine (2007:38) argues that strong motivation and
good education can help increasing the intelligences, even under the intelligence
that brought from the born.
2.2.1.2 Principles of Multiple Intelligences
Every child has many different ways to be genius as stated by Armstrong (2005:4)
that it can be by words, numeral, picture, music, physic, natural experience, social
interaction, self understanding so it is needed a variety of activities to support
their genius. Based on Solmundardottir (2008:3), the multiple intelligences theory
has one main point that every individual has eight intelligences and they all work
together in a unique way so they complete each other.
Beyond the descriptions of the original eight intelligences and respective
theoretical underpinnings, Gardner in Businessballs.com emphasizes that:
a) Each person possesses all eight intelligences between the lowest and highest
extreme
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b) Most people can develop each intelligence to an adequate level competency
with adequate encouragement, enrichment and instruction
c) Intelligences usually work together in complex ways. No one of intelligence
stands out alone, but rather they interact with each other in complex ways
depending on the person
d) There are many ways to be intelligent
2.2.2 Current Curriculum
Curriculum is an important thing in implementing teaching learning process. The
teacher should know the curriculum before they teach. The curriculum is made to
facilitate the teaching-learning process under the direction and guidance of a
school. In addition, Macmillan (2008:1) states curriculum is the subject included
in a course of study or taught in a particular school, collage, etc.
Based on the definitions, curriculum is a plan which is developed as a
guideline in teaching process. A curriculum has been created on the students’
needs.
Indonesian government is trying to improve the quality of education in order
to improve the quality of human resources of Indonesia. Today’s curriculum is
School Based Curriculum which is the revision of the latest curriculum, 2006
curriculum.
2.2.2.1 School Based Curriculum
Indonesian curriculum changes from time to time to make improvement in
education level. The School Based Curriculum is the curriculum used today.
15
The School Based Curriculum is an operational curriculum that gives
authority for school to make and design the materials for conducting the teaching-
learning process based on their needs which is appropriate with the Standard
Competences and Basic Competences. Furthermore, the School Based Curriculum
puts the teacher to design all of materials and also the syllabus. Therefore, the
teachers have to be creative in theory and practice.
2.2.3 Teaching and Learning English in Junior High School
Junior high school is the second formal school that English subject being thought.
As a non-native English speaker, the students feel upset about English subject
during learning process in the classroom due to monotonous activities. The
teachers sometimes feel upset too. In addition, the characteristic of each student is
different because they come from different background. Generally, the students’
characteristics are explained by Lawrence (1973:221) as follows:
a) They are ruthlessly logical, critical of authority and question traditional
values and beliefs
b) They have a lively interest in the present and its implication for the future,
rather than in the past
c) They are independent, self-centered and unwilling to conform
d) They are acutely aware of problem presented by our society
e) They are interested in the affairs of their community and they are often active
in service to that community
f) They are politically aware
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g) They are vitally concerned with the problem of human relationship and
especially as expressed in terms of love and hate, sex, and violence,
involvement in or total with around from society.
From that reason, the teachers should find the best way to make the learning
process alive. Many strategies are offered by some experts, so it is a job for the
teacher to wisely choose the effective strategies to make English learning class
become enjoyable learning since all strategies have advantages and disadvantages.
The important point that will create good learning process is the teacher
need to aware of students’ learning needs, including their motivation. The students
must be involved in the learning process; it can be in form of individual, in pairs,
and in group activities. By this way, the students will feel the existence of them.
Therefore, they will be motivated in learning.
2.2.4 Definition of Reading
Reading is one of four skills in language. Reading is an activity to comprehend
some information in written language. According to Pang et al, (2003:6) reading
consists of two related processes, word recognition and comprehension. Word
comprehension refers to the process of perceiving how written symbols
correspond to spoken language and comprehension refers to the process of making
sense of words, sentences, and connected text.
From brief explanation above, it can be said that reading is a skill of
language to bring information from written text. Reading is also a process of
communication between the writer and reader. Writer has message in his/ her
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writing to be shared. The writer put the message into words when the messages
enter the reader’s mind.
2.2.4.1 Reading Motivation
Motivating the students to read the text during teaching and learning process is
one of the teacher jobs. Guthrie and Wigfield’s model of reading engagement in
Vacca and Vacca (2009:97) calls for instruction that not only underscores the
importance the students’ growth in conceptual knowledge, their use of
comprehension strategies, and social interaction in the classroom but also student
motivation.
Motivation is an essential condition of learning. It refers to an effort to
engage student so they will gain the aims of the learning. Sardiman (2007:89)
divides the motivation into 2 kinds, they are:
1) intrinsic motivation
The intrinsic motivation is the motivation that comes from inside of the student.
Without any stimulant from outside of the student, the student will learn by
themselves.
2) extrinsic motivation
The motivation that comes from outside of the students is called extrinsic
motivation. The students have to be stimulated to learn the material by something
such as a reward. This kind of motivation is needed to make a good condition of
learning.
The root of reading difficulties of the students is the mental attitude of the
students, they may like reading less. Motivation flows from interest, without
18
interest there is usually no will to do, no drive to learn. Without motivation, the
students simply will not develop into a mature reader. According to Dechant in
Vacca and Vacca (2009:186) the solution to the unwilling students’ problem
begins then with a change of attitude. The teacher must stimulate the students to
acquire tastes and to increase the variety of the interest.
It can be said that motivating student to read is important factor toward
reading comprehension because it will help them to understand what they read.
2.2.4.2 Reading Comprehension
The focus on information being communicated by texts is more potential for
interest in reading activities. Reading comprehension based on Hoover and Tuner
on Urquhart and Weir (1998:56) is to extract complete meanings from presented
material. From the definition, the focus on comprehension is what reading is about
and getting information from written texts.
2.2.5 The Process of Implementing Multiple Intelligences in Language
Teaching
It is well known that traditional school have emphasized reading and writing in
language teaching. There are many schools that function well in that kind of
learning environment, others are not. In addition, School Based Curriculum
allows schools to manage the teaching learning process by themselves. Therefore,
they need a strategy to make their teachers become a creative in the process of
teaching-learning. The multiple intelligences strategies as stated by Armstrong
(2000:51) opens the door to a variety of teaching strategies that can easily be
19
applied in the language classroom. It gives the teacher to a wider opportunity to
widen modern teaching strategies by using various assignment and activities.
The theory can be used in many different ways and works well in the entire
school system. It offers the students to use and develop all different intelligences,
not just one that they are good in. It also offers different learning styles and
methods as well as various activities. Nolan in Solmundardottir (2008:6) says
each intelligence is prospective in every learner and it is a part of the teachers’ job
to look after and help the students to develop their own intelligences. Gen
(2009:4) adds the teachers should use a framework in teaching that develop the
students’ intelligences as stated on his article Technology and Multiple
Intelligences: The Praxis of Learning Intelligences in the Classroom that:
“The emphasis of multiple intelligences needs to shift from teacher to
learner. The idea that teachers control multiple intelligences within their
classes is nonsensical. Students should be empowered to learn in the method
conducive to their learning intelligence. The job of the educator is to supply
the opportunity, context and framework in which learning is to take place.
The job of the student is to learn by utilizing the intelligences that best suits
them for the task at hand.”
One point in common in Multiple Intelligences strategies is that these
strategies are learner-centered. Another point is the teacher’s role as practitioner
and facilitator, while the student acting as a partner. Based on EDUC Journal,
there are some tracks which the teachers are going to do in their multiple
intelligences class, they are:
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1) Awaken the intelligence
A lesson begins with a riddle or brain teaser. The teacher divides the students
in groups and gives each one a series of riddles. The students then work
collaboratively to solve the riddles.
2) Amplify the intelligence
Practice with the awakened intelligence and it will improve. The students
practice describing commonly known objects.
3) Teach for/with the intelligence
The students describe objects in a large-group discussion.
4) Transfer the intelligence
Help the students reflect on their learning in the previous stages and help them
make the lesson content relevant to their lives outside the classroom.
Today’s teachers have to be aware that the students have different strengths,
learning styles, and even learning potentials but with the multiple intelligences
theory we can teach the students effectively in different ways (Solmundardottir,
2008:7). By observing the students and keeping track of how they react to
different activities, it is possible to improve the teaching by appealing the
students’ strengths. Armstrong (2000:51) argues that as long as the teachers use a
range of different activities according to intelligences, there will always be a time
during the day when the students have highly developed intelligences actively
involved in learning.
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EDUC Journal states the kind of activities that can be used in language class
by using Multiple Intelligences’ Instructional as following:
1) Bodily/Kinesthetic
Role playing, dancing, TPR, TPRS, hands-on learning, manipulatives, multimedia
games or activities, aerobic alphabet, building a model or 3-D project
2) Interpersonal
Cooperative teams, paired activities, peer-teaching, board games, simulations,
surveys and polls, group brainstorming, situations or dialogues
3) Intrapersonal
Describe/write about preferred way(s) of spending free time, keep a journal on a
particular topic, and engage in independent study
4) Logical/Mathematical
Word order activities, grammar relationships, pattern games, number activities,
classifying and categorizing, sequencing information, computer games, cause and
effect activities
5) Musical/Rhythmical
Write jingles for a commercial, jazz chants to remember
vocabulary/grammar/verbs, musical cloze activities, create music for skits and
plays, use music as a stimulator, look for tonal/rhythmic patterns in music of
target language
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6) Naturalist
Describe changes in the local environment, debate the issue of homeopathic
medicine versus store-bought remedies, plan a campaign drive which focuses on
saving an endangered species
7) Verbal/Linguistic
Debates, storytelling, on-line communications (E-pals), group discussions, word-
processing programs, word games
8) Visual/Spatial
Using graphs and diagrams, drawing a response, video exercises, computer slide
shows, multimedia projects, mind mapping, graphic organizers
2.2.6 Action Research
Action research is one of the qualitative research methods. Hartoyo (2011:86)
states the purpose of the action research is to develop new skills or new
approaches and to solve problems with direct application to the classroom or other
applied setting.
The central idea of the action part of action research based on Burns
(2010:2) was to intervene in a deliberate way in the problematic situation in order
to bring about changes and, even better, improvements in practice. According to
Cohen and Manion (1994:1) action research can be defined as a small scale
intervention in functioning of the real world and a close examination of the effect
of such an intervention. Mills (2000:6) briefly stated the action research as any
systematic inquiry conducted by teacher researchers, principals, school
23
counselors, or other stakeholders in teaching and learning environment, to gather
information about the ways that their particular schools operate how they teach,
and how well their students learn.
In action research, researcher is no longer testing a treatment but if a
treatment has good impact. In this kind of research, according to Arikunto
(2008:26-27) researcher directly applies the treatment and observes the process
and effects of the treatment. In addition, Elliot on Burns (2010:5) said that action
research as the study of a social situation has the view to improving the quality of
the action in it. Indeed, Kemmis and Mc Taggart on Nunan (1992:18) argued that
to do action research is to plan, act, observe and reflect more carefully, more
systematically and more rigorously than one usually does in everyday life.
Based on all these various definitions, it can be drawn that action research is
a research method that studies the social situation and reflects in it in order to
make improvement.
2.2.6.1 Theoretical Foundation of Action Research
According to Mills (2000:7-9), there are two kind theories of action research:
critical (or theory-based) action research and practical action research.
1) Critical Action Research
The critical action research comes from the body of critical theory on which it is
defined a critical action research as emancipator action research because of its
goal of liberation through knowledge gathering.
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2) Practical Action Research
The practical action research perspective assumes that as a decision maker,
researcher will choose their own areas of focus, determine their data collection
techniques, analyze and interpret the data, and develop the action plans based on
the findings.
In this research, I will use the second type that is practical action research
that I will be involved during activity of the classroom as the object of the
research.
2.2.6.2 Goals of Action Research
The critical and practical theories of action research draw on different
worldviews, but these two theories are united by common goals. Mills (2000:11)
states both theories committed to looking critically at what research does in the
classrooms and the effects of the actions have on the classroom.
According to Elliot in Nunan (1992:23) the fundamental aims of action
research is to improve practice rather than to produce knowledge. He adds the
goal of the research is to solve the instructional problems in classroom for the
better condition in the classroom. Here, I should gather and observe the evidence
of student learning systematically, make a professional reflection and plan the
strategies of improvement. Furthermore, Kemmis and McTaggart on Nunan
(1992:18) stated that an action research is a group of activity and a piece of a
descriptive research carried out by a teacher in the classroom, without changing
the phenomenon under investigation. Therefore, an action research emphasizes the
involvement of the teachers in problems in their own classroom and has as its
25
primary goal in the service training and development of the students rather than
the acquisition of the general knowledge in the field of education.
Many advantages that can be got by doing action research can be seen in the
educational components as Supardi (2008:107-108) stated: first, the educational
innovation, second, Curriculum development in the national level and the last, the
educational professionalism improvement.
Based on these explanations, it can be said that the goal of action research
are to solve the classroom problems and to make an improvement in the action of
the classroom.
2.2.6.3 The Process of Action research
Many models of the action research are explained by experts. Sagor in Mills
(2000:18) described a sequential, five steps process that includes problem
formulation, data collection, data analysis, reporting of result, and action planning.
The similar concept is also stated by Calhoun in Mills (2000:18) that is an action
research cycle that includes selecting an area or problem of collective interest,
collecting data, organizing data, analyzing and interpreting data, and taking
action.
Generally, Arikunto (2008:18) explained the action research process in four
steps; they are (1) planning, (2) action, (3) observation, and (4) reflection.
According to Kemmis and McTaggart in Burns (2010:7) action research typically
involves four board phases in a cycle of research. The first cycle may become a
continuing, or iterative, spiral of cycles which recur until the action researcher has
26
achieved a satisfactory outcome and feels it is time to stop. They are explained as
follows:
1) Planning
In this phase, I identify a problem or issue and develop a plan of action in order to
bring about improvements in a specific area of the research context. This is a
forward-looking phase which has to be considered: i) what kind of investigation is
possible within the realities and constraints the teaching situation; and ii) what
potential improvements those are possible.
2) Action
The plan involves some deliberate interventions into the teaching situation that the
research puts into action over an agreed period of time. The interventions are
critically informed as the research questions about the current situation and plan
new and alternative ways of doing things.
3) Observing
This phase involves observing systematically the effects of the action and
documenting the context, actions and opinions of those involved. It is a data
collection phase where I use “open-eyed” and “open-minded” tools to collect
information about what happening.
4) Reflection
At this point, I reflect on, evaluate and describe the effects of the action in order to
make sense what has happened and to understand the issue have explored more
clearly. I may decide to do further cycles of action research to improve the
27
situation. The following figure is the model of the research adapted from Kemmis
and McTaggart in Burns (2010:8).
Figure 2.1: Action Reasearch model based on Kemmis and McTaggart in
Burns (2010:8)
Figure 2.1 shows that the processes of an action research are continually
done until I find out the result by the solution as the treatments. A sequential of
activities is done in the action phase.
2.3 Theoretical Framework
As has been reviewed in advance, it is obvious that the theoretical framework
underlying this study is derived from the theory by relevant empirical research
studies. The review reflects that improving the students’ motivation on reading
comprehension will be successful if the students’ interest is elaborated in Multiple
Intelligences strategies. In other hand, their intelligences will improve not only
28
linguistic but also other intelligences. As has been outlined in this chapter, this
framework has been strongly backed up and supported by the theories and
empirical research studies as well as some practical proposed by some teachers
involved in the teaching and in doing related research. The theoretical framework
of the study can be diagramed as shown bellows:
Figure 2.2: Theoretical framework of the research
A teaching learning process can be called successful if the process of it can
build an effective learning activity. Based on Sardiman (2009:48) activity is an
important principle in teaching learning process because learning is doing,
Classroom Action Research
Multiple Intelligences
Linguistic
Musical
Spatial
Kinestheticlogical-
mathematical
Interpersonal
Intrapersonal
Naturalistic
Reading
Reading Comprehension
Intensive Reading
Motivation
Intrinstic
Extrinsic
Activities
Students
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changing the behavior, and every learning process should has a sequential of
activities, without any activities the learning will not be held well.
Motivating student in teaching learning activities, especially in reading is
not easy job for the teacher especially to the junior high school students. The
teachers must construct various kinds of activities to improve the students’
motivation and to make the students comprehend the text they read. Thus, the
teacher must choose suitable strategies for the process of teaching and learning.
Multiple intelligence strategies are assumed to have good contribution to
develop the students’ motivation to read texts. The various activities that use the
students’ intelligences can motivate the students’ to be active in teaching learning
process and later it influences their understanding.
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CHAPTER III
METHOD OF INVESTIGATION
This study is an action research about improving students’ motivation on reading
comprehension by using Multiple Intelligences strategies. This chapter consists of
some parts, namely subject of the study, research design, instruments of data
collection, procedures of data collection and procedures for data analyzing. Those
parts will be described as follow:
3.1 Subject of the Study
According to Best (1981:8) a sample is a small proportion selected for observation
and analysis. The subject of this research was the class 8.G students of SMP N 1
Alian. The selection of the sample because of some considerations, the first, I
graduated from the school so that I could get the permission easily and the second,
SMP N 1 Alian is categorized into national standard school with good
performance in the national examination last three years.
3.2 Research Design
The research was designed to seek the answer of the questions namely how the
Multiple Intelligences strategies can be implemented in English learning class and
how the strategies can improve the students’ motivation. Action research based on
Kemmis and Mc. Taggart on Burns (2010:7) is to plan, act, observe and reflect
carefully, more systematically and more rigorously than one usually does in
everyday teaching learning process. Therefore, I started the research by doing
30
31
preliminary study or observing the class to know the class condition and to find
the problems in teaching learning process. It was followed by a spiracle cycles
that contain four steps; planning, acting, observing and reflecting.
3.2.1 Preliminary study
The preliminary study was aimed to know the class condition in daily teaching
and learning. In this phase, I observed the class during teaching learning process.
Then, I discussed with the teacher about the problems found and decided the focus
of the study to solve them. I also gave questionnaire to students to get supporting
evidences about their feeling during reading teaching learning.
I also interviewed the English teacher of class VIII G to get more
information of students’ participation in learning process. According to the
English teacher, the students are easy learner. Seing the condition of government
demand, however, the teacher did not have enough time and support to develop
their strategies. Thus, the teacher only focused on the handout and exercises on
the students’ worksheet without created alive learning atmosphere.
The points that were noticed in the pre-elementary study were students’
participation, students’ attention to the teacher’s explanation, students’ enthusiasm
in answering the teacher question about the content of reading.
3.2.2. Cycle I
After doing the preliminary study, I applied the first cycle. It was constructed to
implement the Multiple Intelligences strategies into the teaching and learning
process and find out the improvement in the students’ motivation.The first cycle
consist of four activities, they are:
32
1) Planning
I constructed a lesson plan about narrative text. It was constructed with the
various activities by using multiple intelligences strategies to improve students’
motivation in reading comprehension. Beside that, I made teaching aids to support
the teaching and used a rubric as an authentic assessment of their performance in
the class. I also made observation sheet in order to collect the data.
2) Acting
After the preparation was settled, I implemented the multiple intelligences
strategies. The first thing that I introduced briefly to students was the concept of
the Multiple Intelligences strategies in English learning class then, followed by
some reading activities that employ the intelligences to improve their reading
motivation. I made the action into 2 meetings, so the Multiple Intelligences
strategies effectively affect the student in their learning.
3) Observing
In this phase, I observed the students’ behavior and noticed the effects of the
action. I recorded the content of the teaching and learning process, actions and
opinions using observation checklist (see appendices pg. 100). The result of the
observation was used to recognize the effect of the Multiple Intelligences
strategies to improve the students’ motivation in reading.
4) Reflecting
In this point, I reflected on, evaluated and described the effects of the action
in order to make sense what has happened and to understand the issue have
explored more clearly and to know whether the Multiple Intelligences strategies
33
gave improvement or not. I identified the success and the fail activities and
explained why they happened. Since there were still some weaknesses, so I
decided to held second cycle as a revision of the first one in order to show the
maximum result. I conducted the second cycle with modification of the activities.
Therefore, I used the result of the reflection of cycle I as a consideration to the
cycle II.
3.2.3 Cycle II
The second cycle was constructed to revise the activities on first cycle in order to
gain the maximum result of the effects of Multiple Intelligences strategies in
improving students’ motivation in reading comprehension. Similar with the first
cycle, the second one consisted four steps, they are:
1) Planning
In the second cycle, I reconstructed the activities with the consideration of
the first cycle’s reflection. It was made as a solution from its weaknesses and to
give maximum improvement in students’ motivation in reading.
2) Acting
I took an action of the revised plan in order to get maximum improvement
in the effect of Multiple Intelligences strategies in motivating students in reading
comprehension. In this phase, I made 2 meetings with the same aim to make
students really felt the effect of Multiple Intelligences strategies in their learning.
At the second meeting, I gave questionnaire to get students’ respond about the
activities using multiple intelligences strategies.
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3) Observing
While I was teaching, I was also observing the effect of the implementation
of multiple intelligences strategies happened in class by using observation
checklist. The result of the second observation was used to recognize how the
improvement of students’ motivation in reading comprehension after taught using
Multiple Intelligences strategies.
4) Reflecting
In this phase, I critically reflected the second action phase, evaluated and
described the effects of the second action in order to know whether the second
action continued to work well or not. The result of reflection showed
improvement from the first cycle. Based on the result, there was no need to do the
next cycle in this research. In general, it could be concluded that students’
motivation was good.
3.3 Instruments of Data Collection
Data is one of the most important and vital aspects of any research studies.
Gleanson (2008:1) stated that data is factual information which used as
measurement or statistics as a basic for reasoning, discussion, or calculation.
Research conducted in different of study can be different in methodology at
every research is based on data which is analyzed and interpreted to get
information.
Collecting data was one of the steps that were used in the research, since the
data were absolutely needed because research finding came from the
interpretation of the data collected.
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According Curtis (2008:7), data are classified according to the resources,
they are as follow:
1) Primary data.
Data that has been collected from first-hand-experience is known as primary
data. Primary data has not been to be published yet and is more reliable, authentic
and objective. Primary data has not been changed or altered by human being,
therefore its validity is greater than secondary data. Primary data are collected
through surveys or experiments.
2) Secondary data.
Secondary data are the data which collected from resource that usually has
already been published or electronic form. It is mostly from books, journal and
periodical.
The primary data collection techniques were the data collection used to
investigate the focus of this research.
To make systematical finding, I need some instruments in my research. The
instruments that used to collect the data from the research were observation sheet,
questionnaires and content area reading inventory.
1) Observation Sheet
The observation was needed for monitoring class performance of the
students. It was used to identify students’ activity in the classroom during the
learning process using Multiple Intelligences strategies. According to Mills
(2000:50) the research observed as a normal component of the teaching,
monitoring and adjusting instruction based on the verbal and nonverbal
36
interactions in the classroom. Therefore, I used direct observation as one of data
collection strategies because of the not overly time-consuming.
In the observation, I was participant-observer on the teaching practices.
According to Mills (2000:50-51), the active participant observer has to be
involved in the teaching process. I observed the outcomes of the teaching. Each
time I taught, I monitored the effects of the teaching and adjusted the instruction
accordingly.
When I conducted some activities in teaching learning process, I observed
the learning events to collect the data by using observation sheet.
There were some aspects being observed, both the reading comprehension
and study behavior as shown on observation sheet (see appendices pg.100).
2) Questionnaire
The next instrument used in the research was questionnaire. Based on Mills,
(2000:58) the questionnaire was used to get the written feedback that warrant
further investigation. The questionnaire was hand out after Multiple Intelligences
strategies have been applied in order to find out the learning process atmospheres
from the students’ view.
3) Test (Content Area Reading Inventory (CARI))
According Vacca and Vacca (2009:126) content area reading inventory is an
alternative of the standardized reading tests. It is an informal test. The CARI’s
result can give a teacher some good insight of students’ reading comprehension.
37
A CARI focuses on students’ abilities to comprehend text so the questions
on the CARI reflect to the text they have read and it is not time consuming
because it can be integrated into learning and teaching process.
3.4 Procedures of Data Collection
To collect the data, I used the Multiple Intelligences strategies. I conducted some
activities that employ student’s intelligences and observed the teaching and
learning activities.
The procedure of data collection was divided into 2 parts, they are:
3.4.1 Preparation Phase
Before doing the research, I prepared things to support the research. First of all, I
designed cycle I by constructing lesson plans as a guideline in doing research. I
chose Multiple Intelligences strategies as a solution of problems identified in
preliminary study. Beside that, the researcher also made an observation sheet to
monitor the class activities.
3.4.2 Action Phase
The acting phase of implementing Multiple Intelligences strategies was the action
of what already planned. It was divided into 2 cycles, the description was as
follows:
3.4.2.1 Cycle I
The first cycle consists of 2 meetings in which each meeting implemented the
Multiple Intelligences strategies in the reading activities. The technical action of
the first cycle was as follows:
38
1) Meeting 1
The activities in the first meeting were as follow:
(1) The teacher created a good class condition
(2) The teacher introduced the general concept of Multiple Intelligences
strategies used in the learning process
(3) The teacher told the learning objectives
(4) The teacher divided the class into 6 groups, gave a picture-puzzle related to
the story of narrative text to be arranged by the students
(5) The teacher explained about narrative text
(6) The teacher gave jumbled narrative text to be arranged and asked the students
to stick them up on the colored paper
(7) While the students were doing their task, the teacher played the instrumental
music
(8) The teacher asked the students to discuss the organization of text
(9) The teacher asked the students to present their product in front of the class
(10) The teacher gave feedback on the students’ outcome and gave a homework
(11) The teacher gave a reflection of today’s learning
2) Meeting 2
The activities in meeting II were as follow:
(1) The teacher created a good class condition
(2) The teacher asked the homework in form of games
39
(3) The teacher gave one text to be discussed used story-mapping
(4) The teacher asked the students to make story-mapping of one text
(5) While the students were doing their task, the teacher played the instrumental
music
(6) The teacher asked the students to present individually their product in front of
the class
(7) The teacher held a test in form of Content Area Reading Inventory (CARI)
(8) The teacher gave feedback on the students learning
3.4.2.2 Cycle 2
The second cycle consists of 2 meetings in which each meeting was implemented
the Multiple Intelligences strategies for reading activities. The technical actions of
the first cycle were as follow:
1) Meeting 1
The meeting I activities were as follow:
(1) The teacher created a good condition
(2) The teacher attached some kind of texts on the wall
(3) The teacher divided the class into 6 groups
(4) The groups visited each wall to read and classify the narrative texts
(5) After visiting all walls, the students matched the result with the other groups
(6) The students (in group) retold the story of the texts in front of the class
(7) The teacher gave feedback on the students’ performance
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2) Meeting 2
The second meeting consisted of some activities as follow:
1) The teacher created a good condition
2) The teacher reviewed the previous material by providing the text on the
whiteboard
3) The teacher explained about today’s activities that was doing mini-drama
4) The students were grouped and had to perform the text decided before
5) The students chose 1 students each group to be leader of their group
6) The students were given time to discuss about the plot of story
7) The students performed the mini-drama in front of the class, the others gave
feedback on the performances
8) The teacher gave feedback on the learning activities and gave a reflection
about the learning
9) The teacher gave CARI based on the story being performed.
3.5 Procedures of Data Analyzing
According to Mills (2000:62), the most important step in action research process
was tried to understand what the researcher has learned through the investigation.
The technique of data analysis used in this study was descriptive analysis. In
the analysis, I described the effects of the action and the events of teaching and
learning process. I analyzed the data got from questionnaire and observation
during the learning and teaching process both from the first and second cycle.
Descriptive data were collected by providing answers to the research questions.
41
Data analysis described students’ outcomes on the Multiple Intelligences
strategies in their actual performance in class. The procedures were as follow:
1) Questionnaire Analysis
The analysis of the questionaire was done by interpreting the answer given by
the students one by one. In analyzing the data from questionnaires, I gathered the
data from the students, then I analyzed them carefully. From these questionnaires,
I knew the students’ responses toward the strategies used, the students’ difficulties
in comprehending the text given, and also their expectation for the improvement
of the next teaching and learning process.
2) Observation Analysis
To analyze the observation sheet, I obtained the data from the class activities.
I analyzed them carefully, and then classified them. From the observation sheet, I
could see whether the research activities were done well or not.
The data got from observation in class were analyzed by several steps, it as
follows:
1. Made a table of the data from observation sheet
2. Analyzed the data using descriptive percentage (DP)
DP= n x 100%
N
Notes: DP = Descriptive percentage
n = Empiric score (gotten score)
N = Ideal score (sum of total score)
42
3. Made a reference of descriptive analysis
a. Decided the highest score = maximal score on scale x 100%
ideal score on scale
b. Decided the lowest score = minimal score on scale x 100%
ideal score on scale
c. Decided the distance of percentage = highest score – lowest score
d. Decided the interval class = distance of the percentage
the number of criteria
They all could be diagramed as follow:
No. Interval Criteria
1 Score 84% - 100% Excellent
2 Score 68% - 83% Good
3 Score 52% - 67% Average
4 Score 36% - 51% Poor
5 Score 20% - 35% Unacceptable
(Modified from Sudjana, 2009:78)
Table 3.1 Reference of descriptive analysis
By the criteria which were stated on Table 3.1, the data were analyzed into
the form of descriptive explanation in the result of study.
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CHAPTER IV
RESULT,ANALYSIS AND DISCUSSION
This chapter deals with theresult of the research which has been done in VIII G
SMP N 1 Alian, Kebumen and its analysis.
4.1Result and Analysis of The Research
A classroom action research of improving the students’ motivation in reading
comprehension by using Multiple Intelligences strategies were conducted in two
cycles.Each cycle consisted of two meetings. Before held the cycles, a preliminary
study was done by the researcher.
4.1.1 Preliminary Study
A preliminary study at eight graders of SMP N 1 Alian, Kebumen was held. I
noticed that many students were less motivated in the learning process and even
many students got frustrated when they were asked to read a text in reading cycle/
class due to the conventional way. When I observed the class that was taught
reading, the teacher just asked the students to read the text by their own. In
addition, the classroom situation was not aliveduring the teaching and learning
process. Most of the students did not actively participate in class discussion and
they were not active in responding the teacher’ questions. Moreover, they were
shy and afraid to ask the teacher about the difficulties in reading, and even some
of the students did not read the text and had their own conversation. When the
teacher gave a task, most of the students could not finish the task completely.
43
44
Based on the observation, I also noticed that the eight graders of SMP N 1
Alian had difficulties to comprehend and understand the content of the reading
text. When their understanding were checked by the teacher after reading time, the
students could not answer because they did not get the point of text which they
have read in advance, even the particular information from the text.
4.1.2 Cycle 1
There were 2 meetings at the first cycle. The first meeting was conducted on
February 16th
, 2013 for second graders of SMP N 1 Alian, Kebumen. In the first
meeting, I explained about the general knowledge of narrative text, such as the
social function, generic structures, and the language features of narrative text.
Beside that, I introduced the research that was held in the class by giving short
explanation about the strategies used in the learning process, what they should do,
and the aims of the research. Then, I started the teaching by giving a picture
puzzle game of the story that was read by the students later, as exploration to
catch their attention in group. I divided the class into 6 groups. The students
enthusiastically solved the game. After doing the game, the teacher gave a
jumblednarrative text to be arranged in order by the students. It all was done on
the wide color paper. The students looked very happy with the activity and did not
feel under pressure while reading.When the students did their activities, I played
the instrumental music to stimulate their mind to stay focus in doing the task.
The class was ended byperforming their product in a good arrangement text
with the story-puzzle as illustrated in the story. Then, I gave homework namely
one question about narrative to be discussed in the next meeting.
45
On the second meeting that was held on March 23rd
, 2013I asked the
students’ homework. I asked them by doing a game,one student raised the
question and chose another student to answer until the question could be
answered. When they could not find the answer,I gave them the clues. Most of the
students were enthusiastically involved in the game. Then, after doing games,I
introduced a new strategy in reading to avoid the students’boredom. The strategy
was story mapping to make their reading time to be fun and easy to be
understood.I asked the students to read a narrative text and made a story mapping
of the story in free style; they could do and drew as they want ingroup. Whilethe
students doing story-mapping activity, an instrumental music was played to
stimulate them in doing the task and the students did my command
enthusiastically. Most of the students were actively participate in their group. In
the end of the given time, the students finished the activity and all of the groups
presented their story mapping. The next activity was checking their
comprehending by a test.
The form of the test was CARI or content area reading inventory. It was a
way to check their understanding of the text. The form of the test wasstatements
and the students had to decide whether the statements were true or false. From the
test, Ifound out their level of comprehension. In the CARI test, the students were
supposed to recall their memories about the story which they read in advance. All
of the students were independently doing the CARI test.
46
Multiple Intelligences strategies which were used in the first meeting were
story-puzzle and story-mapping. They were used not only to improve the students’
motivation on reading but also to develop their intelligences.
4.1.2.1 Observation
During the reading learning process, I recorded all the events in the observation
sheet. There were 15 items which were observed in the research, 3 items of text
comprehension and 12 items of study habits. The observation was done to every
student in learning process.
The result of the first cycle observation on the students’ study habits could
be seen on Table 4.1.
No. Indicator
Score (%) Criteria
(Likert
scale) Meeting 1 Meeting 2
1. Readiness on reading 71 77 Good
2. Concentrate while reading 71 75 Good
3. Respond to teacher questioning 67 70 Average
4. Pay attention to teacher explanation 68 73 Good
5. Participate in group activities 68 73 Good
6. Interact with other 70 81 Good
7. Finish the task in time and completely 82 81 Good
8. Present the tasks result 82 85 Good
9. Follow the practical activities 68 80 Good
10. Make use of book/ dictionary 60 70 Average
11. Obey the class rules 78 83 Good
12. Summarize the information 65 70 Average
Table 4.1 Observation result of Cycle 1
According to table 4.1 about observation result of the students’ study
habits on the first cycle, so it could be analyzed as follows:
Item 1 was the students’ readiness on reading. When the reading time was
started, the students were supposed to read the text and not doing another thing.
47
According to the Likert scale, the cycle 1’s finding was good.Most of the students
started their reading as soon as I askedbut still I found some students who talked
with other while they were asked to read.
Item 2 was concentration while reading. Based on the Likert scale, the
result was good. The result showed thatmost of the student read the text seriously
but I still foundsome of them talked with others or doing something else while
reading.
Item 3 was response to the teacher questionings. Based on the Likert
scale, the result wasaverage. The learning process was two ways. When the
teacher asked the students about the material, some of the students answered in
appropriate way but the otherswere shy in answering the teacher questioning even
a few students did not answered.
Item 4 were the students’ attentions to the teacher explanation. Based on
the Likert scale, this finding was good. While the teacher (researcher) delivering
the material or procedure of the learning process, most of the students paid
attention and concentrate. However, I still found a few students who talked with
others when the teacher gave an explanation.
Item 5 was participation in group activities.The result of the cycle 1 based
on the Likert scale was good. Every meeting, the learning process used group
activities. The students had to participate in the group and work together to solve
problem from their reading. Most of the students involved in group task but I still
found some students who dominant in group task.
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Item 6 was interaction with others. In learning process, the students
should be active in the activities and interacted with the students inside or outside
of the group when it was needed. Based on the Likert scale, the result of cycle
1was good but I still found a few students who shy to work with others.
Item 7 was finishing the task in time and completely. The students had to
finish their task as a problem of their learning in time and it should be complete.
Based on the Likert scale, the result was good. Some of the students were
enthusiastic in doing task, so they always done the task in given time.However, I
still found some students who kept in busy to complete the task when the given
time was over.
Item 8 was presentation of task’s result. Most of the students were able to
present their task based on the procedures. Based on the Likert scale, the result
was good.
Item 9 was their participation in practical activities. Based on the Likert
scale, the result was good. When the students did the task in which it was needed
a practical activities, the students followed all the activities and they did it in fair.
Most of students followed the practical activities even some of them were still shy
to work with others.
Item 10 was about the students’ willingness in using of book or
dictionary. When the students found a new word while reading, they should find
the meaning on dictionary.Based on the Likert scale, the result was good.
Item 11 was about the students’ response to the class rules. The result was
good. The learning process in the class had some agreements between the students
49
themselves and the students with the teacher (researcher), such as paying attention
while another student orthe teacher talk in front of the class and not moving
around when they did not asked to.
Item 12 was the students’ ability in summarizing the information. After
learning process, the students should get knowledge or information. Based on the
Likert scale, the result was good. However, I still found some students who did
not get some parts of the information from the text and it can be seen from the
result of the CARI test.
From the observation, the students tried to adapt to the strategies. There
was no indicator which showed the excellent result, they all were in good level.
4.1.2.2 Reflection
As a reflection of first cycle, there were some actions which had to be done in
next cycle in order to get a better result of the students’ motivation. I also had to
use the other strategies which combine the students’ intelligences in the next
cycle. The actions which would be done in which cycle were:
(1) Regrouping the students to maximize the group work, so there would be no
domination of particular students.
(2) Focusing on unfamiliar words in the text, so that the students not only
comprehended the main idea of the text but also the particular information so
they could get whole information.
(3) Giving fun activities that could create more fun learning.
(4) Giving the task which was not time consuming but qualified.
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(5) Giving more feedback to the students so they would be more enthusiastic and
motivated in doing learning and teaching process.
4.1.3 Cycle 2
There were 2 meetings in cycle 2. The first meeting was held on March 2nd
, 2013.
Meanwhile the second meeting was held on March 9th
2013. The first meeting, I
gave different strategy from the first cycle, namely classifying strategy. I stuck
some kind of texts on the wall to be classified by the students. The students were
divided into 6 groups. They moved around the class to read the text in turn. The
students did the activity happily and all of the students were involved in this
practical activity. They classified the textsinto narrative or the other types.
Indirectly, the students read and tried to comprehend the text well to be able to
finish the task.
The first meeting was ended by matching the result of the classification and
recalled the information of the text. The group mentioned the title of the text
which was narrative text from each of wall in turn. When they were wrong, I
asked to the whole class to answer and gave additional explanation about the
reason why the texts included in the narrative text or not. When I asked about the
text, most students responded the question and they paid attention to the
explanation.
The second meeting, I introduced role playing strategy to the student as a
way to motivate them in reading. Enthusiastically, the students ask about what
should they do and the rule of the role playing. I made the class as a competition
in playing characters of the story or,in other word, as a mini drama competition.
51
Each group should perform the drama of story which they have read in advance. I
gave them time to read and study the text. When the students studied the text, I
played the instrumental music to stimulate them. Then, the students performed the
story. During one group’ performance, the others watched it and had to give
comment and point on the performers. All of the students were enthusiastically
involved in the drama, and each group presented the drama in their own style. In
the end of drama section, I gave reinforcement to the students and gave summary
or reflection about what they have done.
To check their comprehension about the story being discussed, I gave CARI
(content area reading inventory) test. Similar with the first cycle, the CARI on
second cycle were constructed in form of statements. The students had to decide
whether the statements were true or false. Due to checkingthe students’
comprehension deeply, some of the statements on CARI were tricky.
Multiple Intelligences strategies which were used in the second cycle were
classifying and role playing. They were used not only to improve the students’
motivation, but also develop their intelligences.
4.1.3.1 Observation
Similar as the first cycle, the reading learning process at cycle 2 was recorded
used observation sheet. Every student wasobserved in learning process.
The result of the second cycle observation on the students’ study habits
could be seen on Table 4.2.
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No. Indicator
Score (%) Criteria
(Likert
scale) Meeting 1 Meeting 2
1. Readiness on reading 85 89 Excellent
2. Concentrate while reading 90 91 Excellent
3. Respond to teacher questioning 90 90 Excellent
4. Pay attention to teacher explanation 95 95 Excellent
5. Participate in group activities 89 89 Excellent
6. Interact with other 84 87 Excellent
7. Finish the task in time and completely 82 82 Good
8. Present the tasks result 93 94 Excellent
9. Follow the practical activities 93 95 Excellent
10. Make use of book/ dictionary 85 86 Excellent
11. Obey the class rules 96 96 Excellent
12. Summarize the information 79 80 Good
Table 4.2 Observation result of Cycle 2
Table 4.2was about observation result of the students’ study habits on the
second cycle and it could be analyzed as follows:
Item 1 was the students’ readiness on reading. Most of the students started
their reading as soon as I asked. The strategies used in cycle 2 were constructed
more interesting. The students moved around the class to classify the texts and
they enthusiastically read the text. According to the Likert scale, the result of
cycle 2 was excellent.
Item 2 was concentration while reading. The better result was shown in cycle
2.The reading time was formed in small competition namely classifying the text in
group so the student read the text seriously. Because of the students wanted to be
the winner, they read seriously.Based on the Likert scale, the result was excellent.
Item 3 was response to the teacher questionings. In cycle 2, their response in
the teacher’s question showed the better result.Based on the Likert scale, the result
wasexcellent. When the teacher asked the students about the material, most of the
students answered in appropriate way as a sign of their response.
53
Item 4 were the students’ attentions to the teacher explanation. The students
showed improvement in paying attention to the explanation. Most of the students
paid attention to the teacher explanation. Based on the Likert scale, this finding
was excellent.
Item 5 was participation in group activities. After regrouping, most of the
students involved in group activities.They work together to complete the task
given and they contribute as their responsibility in group. There was job
management inside the groups. The result of the cycle 1 based on the Likert scale
was excellent.
Item 6 was interaction with others. After regrouping, the students were
randomly settled so they interacted with the others in doing task. They worked
with all members, not to the students who were closely friend only.Based on the
Likert scale, the result of cycle 2was excellent.
Item 7 was finishing the task in time and completely. The students were
enthusiast in doing task, so they always completed the task. However, I still found
a few students who kept in busy to complete the task when the given time was
over.Based on the Likert scale, the result was good. It was in the same level with
the cycle 1 but there were improvement on the percentage.
Item 8 was presentation of task’s result. Most of the students were able to
present their task in front of the class. They presented it confidently even some of
the students still looked at the book. Based on the Likert scale, the result was
excellent.
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Item 9 was their participation in practical activities. Based on the finding, the
result was excellent. When the students did the practical activities, the students
followed all the activitiesand they did it in fair. For example, all of the students
participated in presenting the story in form of mini-drama. Moreover, there was
job-management inside the group so all of the members gave a hand in the task
given.
Item 10 was about the students’ willingness in using of book or dictionary.
When the students found a new word in reading, they immediately tried to find the
meaning on the dictionary without the teacher’s asked. Based on the Likert scale,
the result was excellent.
Item 11 was about the students’ response to the class rules. The result was
excellent.They showed the better improvement on keeping their attitude during
the learning process, such as paying attention while another student or the teacher
talk in front of the classand not moving around the class by their self.
Item 12 was the students’ ability in summarizing the information. After
reading, the students should get knowledge or information from the text. Based on
the Likert scale, the result of the cycle 2 was good but I still found some students
who did not confident in answering the questions while the teacher checking their
comprehension.
4.1.3.2 Reflection
Generally, the result of the second cycle was excellent. The students showed the
improvement on every indicator of their motivation in reading and their study
habits. The teacher was able to implement the strategies which involved the
55
students on the learning process. So the learning was not teacher-centered
anymore. The students enjoyed the fun learning activities so they were not bored
when they were asked to read.
There were 2 indicators in the second cycle which were still in the same
level with the first cycle, but there were improvement on percentage. They were
finishing the task in time given and summarizing the information from the text.
The limitation of time was the problem, it was needed a good time management.
The others, the students read and did the activities enthusiastically and did
not feel under pressure. Moreover, I gave more feedback in every activity, so that
the students became motivated in participating.
Based on the results, there was no need to do the next cycle in this research.
In general, it could be said that the students’ motivation have improved.
4.2 Students’Reading Comprehension
The students’ reading comprehension was checked by using CARI (Content Area
Reading Inventory). The questions on the CARI were related to the text which the
students read.
4.2.1 Cycle 1 Test
The cycle 1 test was held on the second meeting of first cycle. It was integrated
into learning process in the second meeting. It was easy to be done because in one
side, the student did not feel under pressure like they were doing formal test and
on the other side, Icould find out the level of their comprehension directly from
their test result and it was not time consuming.In cycle 1 test, the result of the
students’ CARI was as follow:
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No. Category Score Frequency
1 The lowest score 50 3
2 The highest score 100 14
3 Mean 89.06
Table 4.3The students’ result on CARI 1
From the cycle 1 test, the class’ average was good but there were some
students who did not pass the school score standard. Based on the result, it was
needed to hold cycle 2 as a way to improve their motivation on reading.
4.2.2 Cycle 2 test
The cycle 2 test was held in the end of the second meeting which was integrated
with the lesson activity. The result of the test was as follows:
No. Category Score Frequency
1 The lowest score 80 1
2 The highest score 100 21
3 Mean 95.6
Table 4.4The students’ result on CARI 2
From the CARI 2 result, it can be seen that all students passed the school
score standard and the mean were excellent. The improvement of the students’
reading comprehension could be seen in the following table:
Preliminary Study Cycle 1 Cycle 2
When the teacher gave
questions about the text
which they have read,
only a few students who
could answer, the others
were not able to answer
When the teacher gave
CARI 1 to check the
students’ comprehension,
many students got score
100 point, but still found
3 students who got score
50
When the teacher gave
CARI 2 to check the
students’ comprehension,
most of the students got
score 100 point and no
students were under the
minimal point
Table 4.5The students’ improvements on reading comprehension
The students’ improvement that was clearly provided on Table 4.5 showed
that it is enough to end the research by doing 2 cycles.
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4.3 Analysis of Questionnaire
Questionnaire was spread at the end of the research, which was on the second
meeting of cycle 2 after finishing the learning process. There were 5 questions
stated in the questionnaire and the students’ answers were in form of open-
endedresponse. The questionnaire’ questions were related to the teaching learning
process during the research which was using Multiple Intelligences strategies. The
students were asked about their interest in the learning process with the strategies,
and also their motivation in reading.
From the questionnaire, I could find out students’ response of the Multiple
Intelligences strategies from anothersource, except myself. I knew about their
opinion by analyzing the questionnaire response. The analysis of each question
was as follows:
Question number 1 was about students’ response or impression of the
strategies which were used in research. All of students’ responseswere stated that
they enjoyed the learning. They stated that the learning was fun and enjoyable. In
addition, they also stated that while they were learning they did not feel under
pressure of teacher’s way of teaching, so they were not bored.
Question number 2 was about the students’ impression about the material
presentation using Multiple Intelligences strategies. Most of the students answered
that the material was easy to be understood and they did another thingexcepttest,
such as story-puzzle as illustration of the story and mini-drama.
Question number 3 asked about their difficulties while learning by using
Multiple Intelligences strategies. Some students responded that bythe strategies
58
they could comprehend the text easily and enjoy their reading time. On the other
hand, the students stated that the only problem which they faced in learning was
the new vocabulary, so they had to open the dictionary.
Question number 4 asked about their impression to the teaching
strategies used. Almost all the students answered that they enjoyed the learning in
which the strategies of Multiple Intelligences used. They not only read text a task
but also they explored more about the text. They interacted with one another and
they did the drawing. They also performed a drama and one important thing was
they did not feel under pressure while learning.
The question number 5 was about their suggestion about their learning
ahead. They suggested that the strategies could be used in their class ahead, so
they will enjoy learning English. They added that the teacher should find the other
strategies in the next learning.
It can be seen from the analysis of the questionnaire that the strategies of
Multiple Intelligences have a chance to make the learning process become livelier
with employ or develop their intelligences by motivating the students in learning,
especially reading.
4.4 Discussion
Motivating the students on reading became a problem forthe teacher of VIIG SMP
N 1 Alian, Kebumen so, I conducted an action research.
To know their motivation on reading, I held a preliminary study. The
result showed that the students’ motivation was low. After finding the problems as
the reasons of their low motivation, I conducted 2 cycles of research with one test
59
at each cycle, and observedtheir study habit. I presented the result percentage
ofstudents’ reading comprehension and their study habits as indicators of their
motivation on reading.
Figure 4.1 Diagram of the students’ motivation
Figure 4.1was the observation result. It showed significant improvements in
every meeting. Their motivation was different between preliminary study and the
cycles. The students’ motivation on preliminary study was in poor condition, they
were less motivated in learning reading. It could be seen during learning process,
most of the students did not actively participate in class discussion and answer the
teacher’ questions about the text and they were afraid to ask the teacher about
50
55
60
65
70
75
80
85
90
95
100
Per
cen
tage
Indicator
Meeting 1
Meeting 2
Meeting 3
Meeting 4
60
their difficulties in reading and even some of the students did not read the text and
had their own conversation.
While doing some fun learning activities using students’ intelligence, the
students showedpositive behavior.Their motivation in cycle 1 and 2 showed the
improvements on every indicator. The students also loved the activities that make
them enjoy the reading learning. It can be proved by the possitive response that
they had given along the research.
From the questionaire given, the data showed that all of the students enjoyed
the process of the study. They were really enthusiastic with the strategies and
expecting to get the similar technique for the other subject.
Overall, there were improvements on student’s motivationusing Multiple
Intelligence strategies as goodstrategiesto teach reading. Multiple Intelligences
strategiesare good alternative strategies for teaching English.
4.4.1The Strengths of Multiple Intelligences Strategies in Improving
TheStudents’ Motivation in Reading Comprehension
Conducting a fun English learning is a challenge for the teachers. They have to
enrich the strategies for teaching to make the students enjoy their learning and the
important thing that is, the aims of the learning can be reached. Enjoyable learning
process is needed for the students of Junior High schools. They need some active
tasks to facilitate their critical thinking to face real world and solving the
problems, so they can be productive learners, and Multiple Intelligences strategies
facilitated them.
61
Multiple Intelligences strategies have some strengths, they are:
1) as teaching reading strategies
Multiple Intelligences strategies use some fun activities, which help the students
to focus on the reading text and actively use their intelligence to solve the
learning’ problems.
2) make the students learning by doing
English is a language, and it is crystal clear that language is getting better when it
is used. To facilitate the students using the English language, it is needed a class
which is usingboth written and spoken English. In Multiple Intelligences
strategies’ class, the students were doing what they were learning.
3) Motivate the students on learning
The Multiple Intelligences strategies helpedthe teacher to motivate the students to
learn. The fun activities which combined the students’ intelligences help the
students to actively participate in learning process.
4) avoid the students’ boredom
Multiple Intelligences strategies used fun learning activities and students-centered
learning that beyond the conventional strategy which is used by their teacher. So it
made the students actively learning and will avoid the student’s boredom.
5) help the students to be active, creative, independent, andresponsible doing
learning
The activities in Multiple Strategies stimulate the students to actively participate
during the learning process. Hopefully, the learning process help the
studentscritically think and creatively face the outside world. The students-
62
centered learning also helpsthem to be responsible and independent in the
learning.
6) help the teacher to be creative
The several activities used in the Multiple Intelligences strategiescreate the active
class. It challenges the teacher to find bestways that will work best for the
students.
63
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusions of what have been discussed in the previous
chapters, and also the suggestions for teacher, students, and next researchers in
relation with this study.
5.1 Conclusion
Based on the result of the research and the discussion of the result in previous
chapter, the researcher made some conclusion. The first, the problem faced by the
students in reading comprehension is their motivation in reading. Therefore, the
Multiple Intelligences strategies used the interesting learning activities, so the
students were motivated in reading and had positive behavior in the reading
learning process.
Secondly, the Multiple Intelligences strategies can be used as one of the
alternative strategies, which combine students’ intelligence in solving the reading
comprehension questions. The Multiple Intelligences instructional were used in
every activity; such as puzzle, jumbled paragraph of narrative text, story mapping,
classifying, and role playing. So after comprehending the reading text, the
students got information from the text. The strengths of Multiple Intelligences
strategies are: make the students learning by doing, motivate the students’
learning, avoid the boredom, help the students to be active, creative, independent,
63
64
and responsible on learning, and help the teachers to be creative planners the
learning process.
Thirdly, from the result of the research, the students’ motivation on
reading comprehension was excellent. It is shown by the students’ behavior while
learning. The improvement of motivating students on reading comprehension can
be seen in the figure 4.1 (page 61). According to the questionnaire, all of the
students said that the strategies used were interesting. Finally, the Multiple
Intelligences strategies can be used to improve students’ motivation on reading
comprehension. The students’ test result also showed the improvement, from the
mean 89.06 in cycle 1 become 95.60 in cycle 2.
5.2 Suggestion
According to the conclusion, I would like to put forward suggestion as follows:
1) Multiple Intelligences strategies are alternative strategies to vary the reading
teaching and to avoid teacher’s pressure because it is students centered.
2) The students should be actively participating in the learning process, so the
class will lively. The students should pay attention to the information in text,
both explicate and implicate.
3) There are so many things in Multiple Intelligences strategies to be explored.
Since this study is only focused on motivating students on reading, there is a
chance to the next researcher to conduct the research about Multiple
Intelligences strategies in any kind of English field.
To say the least, I hope that this study will give advantages for the reader.
65
BIBLIOGRAPHY
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Program in Improving Certain Reading Skills in 5th
- Year Primary
Learning Disabled Students. Turkey: Electronic Journal of Research in
Educational Psychology, 7(3). Pg. 680
Armstrong, T. (2000).Sekolahnya Para Juara: Menerapkan Multiple Intelligence
di Dunia Pendidikan, translated from Multiple Intelligences in The
Classroom-2nd
edition. Bandung: Kaifa.
Armstrong, T. (2005).Setiap Anak Cerdas!: Panduan Membantu Anak Belajar
dengan Memanfaatkan Multiple Intelligences-nya, translated from In
Their Own Way. Jakarta: Gramedia Pustaka Umum.
Arikunto, S., Suhardjono & Supardi.(2008). Penelitian Tindakan Kelas 6th
edition.
Jakarta: Bumi Aksara.
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Burns, A. (1999). Collaborative Action Research for English Language Teachers.
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Burns, A. (2010). Doing Action Research in English Language Teaching- A Guide
for Practitioners. New York: Routledge-Taylor and Francis Group.
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Available on http//www.chariho.k12.ri.us [accessed on 28/01/2013]
Chatib, M. (2009).Sekolahnya Manusia: Sekolah Berbasis Multiple Intelligences.
Bandung: Kaifa.
Chatib, M. (2011).Gurunya Manusia: Menjadikan Semua Anak Istimewa dan
Semua Anak Juara. Bandung: Kaifa.
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chapter 14, file 14.1 ppt [accessed on 24/01/2013]
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Department of Resource Economics, University of Nevada.
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Hartoyo. (2011). Linguistic and Educational Research: Course Material.
Semarang: Universitas Negeri Semarang Press.
Jasmine, J. (2007).Mengajar Dengan Metode Kecerdasan Majemuk, translated
from Professinal’s Guide: Teaching with Multiple Intelligences. Bandung:
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Test (PQRST) Technique in teaching Reading Comprehension of News
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Remaja Rosdakarya.
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Comprehension.(An Action research to The Sixth Graders of SDN 01
Sekaran in The Academic Year 2011-2012. Unpublished Final project.
Semarang: Unnes.
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Education, Inc.
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3, pg. 106-124.
Yuniawati, H. (2011). Improving Students’ Reading Comprehension Through
Authenthic Text. (An Action research at the Tenth Grade of SMA N 14
Semarang in The Academic Year 2010-2011)Unpublished Final project.
Semarang: Unnes.
69
List of Respondents
No. Name
1 Norma Dhuhani
2 Mar’atissalihah
3 Ahmad Darmawan
4 Rojikin
5 Deka Refa Kurniawan
6 Muzaqi
7 Retno Palupi
8 Muji Astuti
9 Sutrisnawati
10 Dian Presetya Ningrum
11 Wili Tegar Saputro
12 Juli Setiana
13 Yuga Amrih Wiguna
14 Septo Aji Pamungkas
15 Anggun Ragil Saputri
16 Fatminatun Chotijah
17 Serliana Nur Dewiarti
18 Rina Setia Ningsih
19 Slamet Riyadi
20 Rizal Pamungkas
21 Hanin Shafira Pramesti
22 Puji Rahmawati
23 Meisya Nur Annisa
24 Muniroh
25 Ulfa’ul Hadi
26 Nafa Farradina
27 Faerizal Wahid
28 Abdul Fajar Sodik
29 Ari Sucipto
30 Taufik Insani
31 Ita Fiana
32 Sella Ninda Utami
70
LESSON PLAN
School : SMP N 1 Alian
Subject : English
Grade/Semester : VIII/1
Time Allotment : 2 X 40 minutes
Topic : Narrative
Meeting : 1
A. Standard Competence
Reading: To understand short functional written texts(recount, narrative) in
the context of daily life to access sciences.
B. Basic Competence
11.3 To respond meanings and steps of written rhetorical essays in accurate,
fluent, and acceptable way in the context of daily life to access sciences in the
genres of recount and narrative.
C. Indicators
COGNITIVE:
Product
The students are able to respond to written narrative text.
The students are able to identify purpose of the text.
Process
The students are able to analyze the text organization.
AFFECTIVE:
The students are able to express and share their idea about the story of the
text.
The students are able to appreciate their friends’ idea.
The students are able to be good listeners.
71
D. Learning Objectives
COGNITIVE:
Given jumled narrative text, the students are able to give response to
narrative text.
Given narrative text, the students are able to identify the purpose of the
text.
Given example of narrative text, the students are able to analyze the
structure of the text.
AFFECTIVE:
Given jumled narrative text, the students are able to express and share their
opinion or idea about the story of the text.
Given an opportunity to work in groups, the students are able to
work/cooperate with their friends.
Given an activity to communicate with their friends, the students are able
to be good listeners.
E. Learning Materials
1. Short functional written text (narrative)
2. Vocabularies related with the text.
3. Music
F. Learning Method
Group Discussion
G. Multiple Intelligences Approach
Logical-mathematical,linguistics,visual-spatial, kinesthetic, interpersonal,
naturalist, music.
Learning Strategy: Story Puzzle
Learning Product: Folding Paper
72
H. Learning Activities
Activities Character
education
Multiple Intelligences
approach
1. PRE- ACTIVITIES
Greet the students and create good
condition.
Check the attendance list.
Motivate the students to express
their background knowledge about
Multiple Intelligences to join the
lesson.
Give the learning objectives.
2. CORE- ACTIVITIES
a. Exploration
Divide the students into five
groups.
Give picture-puzzle about the text
Discuss the story of the picture-
puzzle.
b. Elaboration
Give the jumbled text (attached).
Ask the students arrange the
jumbled text with the all members
of the group in folding paper.
While student doing their activity,
the teacher plays the music.
Ask them to discuss the
organization of the texts
Ask them to present their product
by matching with other groups.
discipline
courage,
curiousity
team-work,
responsible,
critically
thinking,
creative
creative,
critically
thinking,
team-work,
responsible,
courage,
respect each
others
Interpersonal
Mathematic-Logic, Spatial,
Kinesthetic
Linguistic
Logical-Mathematical
Linguistic, Spatial, Musical,
Naturalist
Interpersonal
73
c. Confirmation
Give feedback on the learning
process.
Appreciate the students’ success
during the text.
Make a reflection
3. POST –LEARNING
ACTIVITIES
Ask the students about the
difficulties they may find in the text
Ask the students to summarize the
material and make one question
about learning material given
Leave taking.
I. Assessment
Group assessment:
Element Excellent Good Average Comments
Organization
Time resource management
Team-work management
J. Learning Sources
1. Narrative text taken from internet
2. Related picture taken from internet
3. Dictionary
74
Attachment
The Cap Seller and The Monkeys
Once upon a time, a cap seller was passing through a
jungle. He was very tired and needed to rest. Then, he
stopped and spread a cloth under a tree. He placed his
bag full of caps near him and lay down with his cap on his
head.
The cap seller had a sound sleep for one hour. When he got
up, the first thing he did was to look into his bag. He was
startled when he found all his caps were not there.
When he looked up the sky, he was very surprised to see
monkeys sitting on the branches of a tree, each of the
monkeys is wearing a cap of on its head. They had evidently
done it to imitate him. He decided to get his caps back by
making a humble request to the monkeys. In return, the
monkeys only made faces of him. When he begun to make
gesture, the monkeys also imitated him.
At last he found a clever idea. "Monkeys are a great
imitator," he thought. So he took off his own cap and threw it
down on the ground. And as he had expected, all the
monkeys took off the caps and threw the caps down on the
ground. Quickly, he stood up and collected the caps, put
them back into his bag and went away.
75
LESSON PLAN
School : SMP N 1 Alian
Subject : English
Grade/Semester : VIII/1
Time Allotment : 2 X 40 minutes
Topic : Narrative
Meeting : 2
A. Standard Competence
Reading: 11. To understand short functional written texts(recount, narrative) in
the context of daily life to access sciences.
B. Basic Competence
11.3 To respond meanings and steps of written rhetorical essays in accurate, fluent,
and acceptable way in the context of daily life to access sciences in the genres of
recount and narrative.
C. Indicators
COGNITIVE:
Product
The students are able to respond to written narrative text.
Process
The students are able to analyze the text organization.
AFFECTIVE:
The students are able to express and share their idea about the story of the text.
The students are able to appreciate their friends’ idea.
The students are able to be good listeners.
D. Learning Objectives
COGNITIVE:
Given an example of narrative text, the students are able to give response to
narrative text.
76
AFFECTIVE:
Given an example of narrative text, the students are able to express and share their
opinion or idea about the story of the text.
Given an opportunity to work in groups and individually, the students are able to
work/cooperate with their friends and also work independently.
Given an activity to communicate with their friends, the students are able to be
good listeners.
E. Learning Materials
4. Short functional written text (narrative)
5. Vocabularies related with the text.
6. Music
F. Learning Method
Group Discussion
G. Multiple Intelligences Approach
Logical-mathematical, linguistic, visual-spatial, kinesthetic, interpersonal,
intrapersonal, naturalist,music.
Learning Strategy: Story-mapping
H. Learning Activities
Activities Character
education
Multiple Intelligences
approach
4. PRE- ACTIVITIES
Greet the students and create good
condition.
Check the attendance list.
Review the previous learning by
Discipline
Critically thinking
Intrapersonal
77
sequence question games
Give the learning objectives.
5. CORE- ACTIVITIES
d. Exploration
Divide the students into five groups.
Give an example of narrative text
Ask the students to read the text
e. Elaboration
Give a text (attached) to be discussed the
organization of the text in form of story-
mapping
Ask the students to make story-mapping
to identify the character, setting, plot
individually.
While student doing their activity, the
teacher plays the music.
Ask them to present their product
f. Confirmation
Give Content Area Reading Inventory
Give feedback on the learning process.
Appreciate the students’ success during
the text.
Make a reflection
6. POST –LEARNING ACTIVITIES
Ask the students about the difficulties
they may find in text
Ask the students to summarize the
material
Leave taking.
Team-work,
Responsible,
Independent
Team-work,
Responsible,
Independent
Creative,
Critically
thinking,
Courage, Self-
confidence
Independent
Interpersonal,
Kinesthetic
Linguistic, Spatial
Linguistic
Logical-Mathematical
Linguistic,Spatial,
Musical,
Interpersonal
Intrapersonal, Linguistic,
Logical-Mathematical
78
I. Assessment
a. CARI (Content Area Reading Inventory)
Each number has 10 point, so 10 x 10 = 100
b. Group Assesment
Element Excellent Good Average Comments
Organization
Time resource management
Team-work management
J. Learning Sources
1. Narrative text taken from internet
2. Related picture taken from internet
3. Dictionary
79
Attachment
The story of woodcutter and the king of the mice
Once, there was a king of mice. He lived inside a banyan tree in a forest. He loved
the tree as his home. He lived there happily.
One day, a poor man wanted to cut down the banyan tree. The king of the mice
was frightened so he asked the woodcutter to leave the tree standing. In result, he
would give the woodcutter a gold every day. The woodcutter agreed.
Every evening, the king of the mice gave a piece of gold to the woodcutter. The
gold was taken out from the roots of the banyan tree. The woodcutter was happy
and took the gold home.
After a few days, the woodcutter's wife asked him, “Where does the gold come
from?” So he replied, “The king of the mice gives me the golds from under the
roots of the tree.” “Oh, you are stupid!” his wife said and suggested. “Why don’t
you cut down the tree and take the golds all away?” The woodcutter would do as
his wife said.
The following day, the woodcutter cut down the banyan tree. Unfortunately, he
did not find any gold there instead the king of the mice had run away and crept up
to the woodcutter’s house. The king of the mice took back all the golds.
80
LESSON PLAN
School : SMP N 1 Alian
Subject : English
Grade/Semester : VIII/1
Time Allotment : 2 X 40 minutes
Topic : Narrative
Meeting : 3
A. Standard Competence
Reading: To understand short functional written texts(recount, narrative) in
the context of daily life to access sciences.
B. Competence
11.3 To respond meanings and steps of written rhetorical essays in accurate,
fluent, and acceptable way in the context of daily life to access sciences in the
genres of recount and narrative.
C. Indicators
COGNITIVE:
Product
The students are able to respond to written narrative text.
The students are able to identify purpose of the text.
Process
The students are able to identify the text organization.
AFFECTIVE:
The students are able to express and share their idea about the story of the text.
The students are able to appreciate their friends’ idea.
The students are able to be good listeners.
81
D. Learning Objectives
COGNITIVE:
Given some examples of text, the students are able to clasify the narrative text.
Given some examples of narrative text, the students are able to identify
structure of text.
AFFECTIVE:
Given some examples of text, the students are able to express and share their
opinion or idea about the clasification of the text.
Given an opportunity to work in groups, the students are able to
work/cooperate with their friends.
Given an activity to communicate with their friends, the students are able to be
good listeners.
E. Learning Materials
7. Short functional written texts (narrative, procedure, recount)
8. Vocabularies related with the text.
9. Music
F. Learning Method
Group Discussion
G. Multiple Intelligences Approach
Logical-mathematical, Linguistic, Visual-Spatial, Kinesthetic, Interpersonal,
Music,
Learning Strategy: Clasifying
Learning Product: Text clasification
82
H. Learning Activities
Activities Character
education
Multiple Intelligences
approach
7. PRE- ACTIVITIES
Greet the students and create good
condition.
Check the attendance list.
Review previous study
Give the learning objectives.
8. CORE- ACTIVITIES
g. Exploration
Divide the students into six groups.
h. Elaboration
Divide the texts and stick it on the
wall
Ask the students to read the texts in
turn and in group. During students
reading the text, the teacher plays the
music.
Ask the students to clasify the texts
(attached)
Ask them to present their product
i. Confirmation
Give feedback on the learning
process.
Appreciate the students’ success
during the text.
Make a reflection
9. POST –LEARNING ACTIVITIES
Discipline
Curiousity
Team-work,
independent
Critically thinking,
team-work,
responsible,
Courage
Interpersonal,
Kinesthetic
Linguistic, Musical,
Logical-Mathematical
Spatial,
Interpersonal
Linguistic, Kinesthetic
83
Ask the students about the difficulties
they may find in the text
Leave taking.
I. Assessment
Group assessment:
Element Excelle
nt
Good Avera
ge
Commen
ts
Clasification of text
Time resource management
Performance
J. Learning Sources
1. Narrative text taken from internet
2. Related picture taken from internet
3. Dictionary
84
Attachment (texts for classifying)
Text 1: How to Boil Egg
Eggs are a rich source of protein and vitamins and are generally healthy to eat, unless you
have a high cholesterol level.
You can eat eggs raw, boiled or cooked in a pan as scrambled eggs or an omelet. Boiling
eggs is one of the easiest ways to prepare them. Follow the steps!
First of all, place the raw egg in a saucepan!
Second, Run cold water into the saucepan until the water is 1 inch above the egg.
After that, Place the saucepan on a stove and cook over medium heat until the water
begins to boil.
The next, don't forget to reduce the heat to low
Then, Simmer for 2 to 3 minutes for soft-boiled eggs or 10 to 15 minutes for hard-boiled
eggs.
Finally, Remove the egg with a spoon or ladle and let it cool slowly, or run cold water
over it to cool it more quickly.
Text 2: My Cat Gregory
Gregory is my beautiful gray Persian cat. He walks with pride and grace,
performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of
a ballet dancer. His pride, however, does not extend to his appearance, for he spends most
of his time indoors watching television and growing fat.
He enjoys TV commercials, especially those for Meow Mix and 9 Lives. His
familiarity with cat food commercials has led him to reject generic brands of cat food in
favor of only the most expensive brands.
Gregory is as finicky about visitors as he is about what he eats, befriending some
and repelling others. He may snuggle up against your ankle, begging to be petted, or he
may imitate a skunk and stain your favorite trousers. Gregory does not do this to establish
his territory, as many cat experts think, but to humiliate me because he is jealous of my
friends.
After my guests have fled, I look at the old fleabag snoozing and smiling to
himself in front of the television set, and I have to forgive him for his obnoxious, but
endearing, habits.
85
Text 3: An Ant and Chrysalis
An ant nimbly running in search of food came across a chrysalis that was close to its
time of change. The chrysalis moved and this attracted the attention of the ant, who for the
first time realized that it was a living thing. "Poor, pitiable animal!" cried the ant
disdainfully, "what a sad fate yours is! While I can run around at my pleasure, you lie
imprisoned in your shell." The chrysalis heard all this, but did not respond.
After a few days, when the ant passed the same way, nothing but the shell remained.
Wondering what had happened to its content, the ant felt itself suddenly shaded and
fanned by the gorgeous wings of a beautiful butterfly. "Behold in me," said the
butterfly, "your much pitied friend!" So the butterfly rose in the air and was lost in the
summer breeze.
Text 4: Making Ice Cream without Machine
First of all, prepare your ice cream mixture, and then chill it over an ice bath.
Then, pour your custard mixture in a deep baking dish and put in the freezer.
After forty-five minutes, remove it from the freezer and stir it vigorously with a spatula or
whisk.
Continue to check the mixture every 30 minutes, stirring vigorously as it’s freezing.
Keep checking periodically and stirring until the ice cream is frozen.
The last step, transfer the ice cream to a covered storage container until ready to serve.
Text 5: Jakarta
Jakarta is located on the northwest coast of Java Island, at the mouth of the
Ciliwung river. It dominates Indonesian’s administrative, economy, cultural activities,
and is a major commercial and transportation hub within Asia.
The climate is hot and humid. Rainfall occurs throughout the year. The heaviest
rainfall is from November to May. The city lies on a flat, low plain and is likely to be
affected by flood during period of heavy rainfall.
Text 6: A Little Rabbit and Crocodile
Once upon a time, a rabbit wanted to cross a river but he couldn’t swim. He had an idea.
He saw a boss of crocodile swimming in the river.
86
The rabbit asked the Boss of Crocodile, “How many crocodiles are there in the river?” the
Boss of Crocodile answered, “We are twenty here.”
“Where are they?” the rabbit asked for the second time. “What is it for?” asked the Boss
of Crocodile.
“All of you are good. Nice, gentle and kind, so I want to make a line in order. Later I will
know how kind you are,” said the rabbit.
Then the Boss of Crocodile called all his friends and asked them to make a line in order
from one side to the other side of river. Just then, the Rabbit started to count while
jumping from one crocodile to another, one…two… three… four…until twenty, and
finally, he thanked all crocodiles because he had crossed the river.
Text 7: Book Worm
I have a friend named Yoyon. He is a book worm. Do you know or remember the
term of a book worm? It means that Yoyon loves reading very much. He reads many
books, magazines, and newspapers. He reads books before the school begins, during the
break, or when he waits for city bus. Every time he reads books.
One day I asked him. “Yon, you are a book worm. Don’t your eyes get tired?
Don’t you get dizzy?” he replied, “on the contrary, my eyes will be tired or I will get
dizzy if do not read any books.”
Yoyon also told me, “I don’t need to go to Japan, Korea or other countries around
the world. I just need to sit and read books on those topics. It is quite cheap and not
tiring.”
Yoyon is right. We can broaden our knowledge and learn about the development of the
world through reading. As a matter of fact, reading can give us pleasure and contentment.
Text 8: Borobudur Temple
Borobudur is Hindu - Budhist temple. It was built in the ninth century under
Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang,
Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by the
Gupta architecture of India. The temple is constructed on a hill 46 m high and consists of
eight steps like stone terrace. The first five terraces are square and surrounded by walls
87
adorned with Budist sculpture in bas-relief. The upper three are circular. Each of them is
with a circle of bell shape-stupa. The entire edifice is crowned by a large stupa at the
centre at the centre of the top circle. The way to the summit extends through some 4.8 km
of passage and stairways. The design of borobudur which symbolizes the structure of
universe influences temples at Angkor, Cambodia.
Borobudur temple which is rededicated as an Indonesian monument in 1983 is a valuable
treasure for Indonesian people.
Text 9: Making Apple Juice
Ingredients and Supplies
Apples
Cinnamon
Sugar
Large pot with lid
Ladle
Colander or sieve
Filter- cheesecloth, jelly bag, or coffee filters
Canning jars
Jar grabber
Canner
The Steps to Make Apple Juice
First, Choose the sweet apples
Then, core the apples and cop them
After that, prepare the jar
Next, cook the apples. Turn the stove on high. Once the water is boiling well, turn down
and continue to cook until the apples are soft.
Then, strain the apples. You can run it through a sieve or colander.
After that, Heat the juice on low until you've collected enough juice to fill the jars.
And finally, can the juice into canning jars.
Text 10: Story of Rabbit and Bear
88
Once upon a time, there lived as neighbours, a bear and a rabbit. The rabbit is a
good shot. In contrary, the bear is always clumsy ad could not use the arrow to good
advantage.
One day, the bear called over the rabbit and asked the rabbit to take his bow and
arrows and came with bear to the other side of the hill. The rabbit was fearing to arouse
the bear's anger so he could not refuse it. He consented and went with the bear and shot
enough buffalo to satisfy the hungry family. Indeed he shot and killed so many that there
was lots of meat left after the bear and his family had loaded themselves and packed all
they could carry home.
The bear was very gluttonous and did not want the rabbit to get any of the meat.
The rabbit could not even taste the blood from the butchering as the bear would
throw earth on the blood and dry it up. The poor rabbit would have to go home hungry
after his hard day's work.
The bear was the father of five children. The youngest child was very kind to the
rabbit. He was very hearty eater. The mother bear always gave him an extra large piece of
meat but the youngest child did not eat it. He would take it outside with him and
pretended to play ball with the meat. He kicked toward the rabbit's house and when he got
close to the door he would give the meat with such a great kick. The meat would fly into
the rabbit's house. In this way, the poor rabbit would get his meal unknown to the papa
bear.
Text 11: My Terrible Week
I was hospitalized for a week because of malaria last month. At first, I had headache,
aching muscles, stomachache, and weakness. Then, I got fever, chills, loss of appetite and
vomiting. I thought that I got cold, but the doctor said that I had malaria. I was afraid
because people
suffered from malaria can develop severe complications and die. The doctor and the nurse
tried to calm me down. They said that malaria could be cured. The doctor then gave me
medicine. After a week in the hospital, the doctor said that I could go home.
Text 12: Tiger and fox
One day a tiger saw a fox walking alone. Then, he intended to attack the fox. When
Tiger jumped on Fox, Fox cried out, "How dare you attack the king of the jungle?"
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Tiger looked at him in amazement. "Nonsense! You are not King!" "Certainly I
am," replied the Fox. "All the animals run from me in terror! If you want proof, come
with me."
Fox went into the forest with tiger in heels. When they came to a herd of deer, the
deer saw Tiger behind the Fox and ran in all direction. They came to a group of monkey,
the monkey saw the tiger behind fox and they fled. Fox looked to tiger and said, "Do you
need more proof than that? See how the animals flee at the first sight of me?" "I am
surprised, but I've seen it with my own eyes. Forgive me attacking you, Great King."
Tiger bowed low with great ceremony, he let the fox go.
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LESSON PLAN
School : SMP N 1 Alian
Subject : English
Grade/Semester : VIII/1
Time Allotment : 2 X 40 minutes
Topic : Narrative
Meeting : 4
A. Standard Competence
Reading: To understand short functional written texts(recount, narrative) in
the context of daily life to access sciences.
B. Basic Competence
11.3 To respond meanings and steps of written rhetorical essays in accurate,
fluent, and acceptable way in the context of daily life to access sciences in the
genres of recount and narrative.
C. Indicators
COGNITIVE:
Product
The students are able to respond to written narrative text.
The students are able to identify purpose of the text.
The students are able to perform a mini drama.
Process
The students are able to identify the text organization.
AFFECTIVE:
The students are able to express and share their idea about the story of the text.
The students are able to appreciate their friends’ idea.
The students are able to act
The students are able to be good listeners.
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D. Learning Objectives
COGNITIVE:
Given a narrative text, the students are able to reveal the meaning of the
narrative text.
Given some examples of narrative text, the students are able to identify the
purpose of text.
AFFECTIVE:
Given some examples of text, the students are able to express and share their
opinion or idea about the clasification of the text.
Given an opportunity to work in groups, the students are able to
work/cooperate with their friends.
Given opportunity to perform a mini drama, the students are able to act
creativelly
Given an activity to communicate with their friends, the students are able to be
good listeners.
E. Learning Materials
10. Short functional written texts (narrative)
11. Vocabularies related with the text.
12. Music
F. Learning Method
Group Discussion
G. Multiple Intelligences Approach
Logical-mathematical, Linguistic, Visual-Spatial, Kinesthetic, Interpersonal,
Music, Intrapersonal, Naturalist
Learning Strategy: Role-playing
Learning Product: Mini drama
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H. Learning Activities
Activities Character
education
Multiple Intelligences
approach
10. PRE- ACTIVITIES
Greet the students and create good
condition.
Check the attendance list.
Review previous study
Give the learning objectives.
11. CORE- ACTIVITIES
j. Exploration
Show the video of drama
k. Elaboration
Divide the students into six group
Give brief explanation about the role
of the drama to group leaders
Give students time to study the text
(attached). During students study the
text, the teacher plays instrumental
music
Ask the students to perform the
drama in front of class. While one
group performing the drama, the
others act as a judges
l. Confirmation
Give Content Area Reading
Inventory
Give feedback and appreciation on
the learning process.
Discipline
Curiousity
Curiousity
Team-work
Leadership,
Responsible,
Independent,
Courage, self
confidence, fair
Independent
Visual-spatial,
Linguistic
Linguistic, Musical,
Logical-Mathematical
Visual-Spatial,
Interpersonal,
Intrapersonal,
Kinesthetic
Intrapersonal
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Make a reflection
12. POST –LEARNING ACTIVITIES
Ask the students about the difficulties
they may find in the text
Leave taking.
I. Assessment
a. CARI (Content Area Reading Inventory)
Each number has 10 point, so 10 x 10 = 100
b. Group assessment
Element Excelle
nt
Good Avera
ge
Commen
ts
Time resource management
Performance
J. Learning Sources
1. Narrative text taken from internet
2. Video of drama taken from internet
3. Dictionary
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Attachment
A Little Rabbit and Crocodile
Once upon a time, a rabbit wanted to cross a river but he couldn’t swim. He had
an idea. He saw a boss of crocodile swimming in the river.
The rabbit asked the Boss of Crocodile, “How many crocodiles are there in the
river?” the Boss of Crocodile answered, “We are twenty here.”
“Where are they?” the rabbit asked for the second time. “What is it for?” asked
the Boss of Crocodile.
“All of you are good. Nice, gentle and kind, so I want to make a line in order.
Later I will know how kind you are,” said the rabbit.
Then the Boss of Crocodile called all his friends and asked them to make a line in
order from one side to the other side of river. Just then, the Rabbit started to count
while jumping from one crocodile to another, one…two… three… four…until
twenty, and finally, he thanked all crocodiles because he had crossed the river.
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Students’ score on CARI
Student
No. CARI I CARI 2
1 90 90
2 80 90
3 100 100
4 100 100
5 100 100
6 100 100
7 50 80
8 50 80
9 50 90
10 70 90
11 100 100
12 100 100
13 90 100
14 100 100
15 80 90
16 90 100
17 90 100
18 100 100
19 90 100
20 100 100
21 100 100
22 100 100
23 90 100
24 90 90
25 100 100
26 100 100
27 90 100
28 90 100
29 90 90
30 90 80
31 80 90
32 100 100
Mean 89.06 95.62
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